Biliteracy para todos: Cross Linguistic Connections Advanced

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

In the Advanced Biliteracy Teacher Resource Book, “What is Biliteracy para todos?” includes an explanation of the stated purpose for the supplemental program. For example, the materials support students across three developmental stages of biliteracy: Early Biliteracy, Developing Biliteracy, and Advanced Biliteracy. The stated purpose of the material is to embrace students’ language practices and culture, connect the two languages of instruction, and empower educators and students through biliteracy practices.

The materials include flexible options for targeted instruction and remediation through the “Pacing Guide for Cross Linguistic Connections.” For example, the pacing guide indicates that educators can select which aspects of language to emphasize throughout the year based on student needs. An educator may choose to focus exclusively on phonology for several weeks or incorporate a combination of language components, such as morphology, syntax, and grammar, depending on the areas in which students need additional support and instruction.

Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.

The materials include flexible options for targeted instruction through the “Pacing Guide for Cross Linguistic Connections.” For example, the pacing guide indicates that educators can select which aspects of language to emphasize throughout the year based on student needs. An educator may choose to focus exclusively on phonology for several weeks or incorporate a combination of language components, such as morphology, syntax, and grammar, depending on the areas in which students need additional instruction.

The materials include specific guidance in the “Lesson Overview,” which outlines a three-step interdependent process for educators to follow. During the initial instruction phase, the educator provides language and literacy instruction in either Spanish or English during the regular language arts block. During the Cross Linguistic Connections (CLC) instructional session, students work in bilingual pairs while the educator facilitates discussions that help students connect the literacy skills learned in one language to the other language by exploring similarities and differences. Students then apply the language and literacy skills from the CLC lesson across content areas, demonstrating metalinguistic awareness in both languages.

Evaluation for 1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.

The materials provide a “Texas Essential Knowledge and Skills Alignment” chart located at the end of the guide, which serves as the program’s scope and sequence. This comprehensive chart clearly identifies the student expectations addressed across all eight text sets included in the program. For example, Set 1 includes the title for the weekly student readers and the Texas Essential Knowledge and Skills (TEKS) explanation for the skills taught in testing English and in Spanish. For example, the scope and sequence for Set 1 includes the syntax expectation “Complete simple and compound sentences with subject-verb agreement” in English and “Oraciones completas simples y compuestas en donde haya concordancia entre sujeto y verbo” in Spanish.

The “Pacing Guide for Cross Linguistic Connections” divides the lessons into sets. Each set is divided into four weeks. Each week lists a different skill covered. For example, if the educator is focusing on three aspects of language using the same set, the instructional sequence emphasizes phonology during weeks 1 and 2, transitions to grammar in week 3, and concludes with syntax in week 4.

Evaluation for 1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.

The “Pacing Guide for Cross Linguistic Connections” includes guidance on time requirements and provides a detailed pacing guide for implementing the 40 CLC lessons. For example, educators may teach a complete lesson in one 30-minute session that includes an introduction, minilesson, student investigation, and review.

The materials include guidance on an alternative option for lesson pacing. For example, the educator may provide 15 minutes of instruction each day over two lessons. Day 1 can include the introduction and the minilesson, while day 2 can include the student investigation and the review.

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

The materials include scripting and questioning supports that provide educators with precise language to use throughout each lesson, identified by “Diga”/“Say” and “Pregunte”/“Ask” prompts. For example, in a Set 1 phonology lesson focused on the letter g educators are guided to introduce the lesson by stating, “We are going to learn about the various sounds the letter g makes in English and Spanish.” To encourage cross-linguistic analysis and discussion, educators are then prompted to ask students, “What do you notice about the different sounds the letter g produces in English and Spanish?”

The Advanced Biliteracy materials include guidance on the lesson structure. For example, the lesson is broken up into a minilesson, student investigation, and the review. The “Assessment” section includes directions for using a rubric after a series of minilessons. For example, the educator can use the rubric to record biliteracy behaviors such as the language level, the focus of the minilesson, and whether the student is not aware, partially aware, or fully aware of metalinguistic similarities or differences.

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

The materials do not include support for families in either English or Spanish. There are no materials to be sent home and no guidance for families on how to support students in making cross-linguistic connections. The materials do not provide guidance on how to communicate student progress in their linguistic repertoire. The Teacher Resource Book includes only materials intended for classroom implementation, with instructional supports focused on educator and student use.

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

The materials include opportunities for formative assessments throughout the program. At the end of each lesson, in the “Repaso modelo de escritura” section, students are asked to write a response using sentence stems to show their understanding of the skill that was taught and practiced that day. These assessments allow educators to gather data about students’ progress within the program. For example, students are asked near the end of the lesson to write two sentences explaining how to use coordinating conjunctions in English and Spanish.

In the Advanced Biliteracy Teacher Resource Book, under “Repaso,” the materials include appropriate formative and summative assessments. For example, the educator tells the students that they are going to think and write about what they have learned from the lesson. The students are then given the following sentence frame: “En español y en inglés, los sustantivos plurales se forman al agregar ____ o ___ al ___ de la palabra. Sin embargo, hay ciertos sustantivos que son irregulares y no siguen estas reglas.” The sentence frame serves as a formative assessment when used during instruction to monitor students’ understanding of complete sentences and punctuation in both languages. It may also function as a summative assessment when used at the end of the lesson to evaluate students’ mastery of the skill.

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

In the Advanced Biliteracy Teacher Resource Book, under “Assessment,” the materials include a rubric for each aspect of language that educators can use to track students’ understanding of cross-linguistic connections. The purpose of this tool is to facilitate educators’ data collection about students’ metalinguistic awareness. For example, the rubric is intended to be used at the end of a series of minilessons targeting the same standard at different levels of rigor and complexity.

In the Advanced Biliteracy Teacher Resource Book, under “Assessment,” the materials include the definition and intended purpose of the “Record of Biliteracy Behaviors” rubric used within the program. The materials explain that the purpose of the rubric is to “facilitate educators’ data collection about students’ metalinguistic awareness processes.” The materials also provide guidance on how educators should collect assessment data by observing students’ reading behaviors and language use in both oral and written forms and analyzing student performance holistically across both languages. The materials also provide guidance for when the rubric should be used, stating that it is intended for administration at the end of a series of minilessons targeting the same standard at varying levels of rigor and complexity. The materials provide a clear explanation of the purpose and use of the specific assessment rubric included in the program.

Evaluation for 2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.

The materials explain that the “Record of Biliteracy Behaviors” rubric is intended for use at the end of a series of minilessons targeting the same standard at varying levels of rigor and complexity. The materials also identify when educators should gather assessment data during the lesson cycle, specifically during the minilesson and student investigation phases of instruction. The materials provide consistent procedures for grouping students and administering observational assessments. Educators are directed to organize students into bilingual pairs for cross-linguistic discussions while monitoring students’ academic conversations and language use. The materials also include resources to support consistent administration, such as sentence stems for student discussions, anchor charts to reinforce learning, and the reproducible “Record of Biliteracy Behaviors” rubric for documenting observations.

In the Advanced Biliteracy Teacher Resource Book, under “Assessment,” the materials include guidance for instructional assessments. For example, the materials provide educator guidance to record the name of the student, the aspect of language, the focus of the lesson, the extent of metalinguistic awareness, and a description of the student’s behaviors during the cross-linguistic discussion. This rubric is intended to be used at the end of a series of minilessons.

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

The materials include assessment guidance that allows educators to monitor student performance across increasingly complex skills and concepts. For example, the “Record of Biliteracy Behaviors” indicates that the rubric should be used after teaching a set of lessons focused on the same concept that increase in complexity. The materials include a rubric that is used throughout the program to assess students on increasingly challenging tasks. For example, lessons at the beginning of the program address third- and fourth-grade TEKS, while lessons in the middle and later portions of the program address more fifth-grade TEKS, resulting in increased rigor and complexity.

The materials include assessment tools that can be used to measure student learning across a series of minilessons focused on the same skill area at varying levels of rigor and complexity. For example, the “Assessment” section includes a rubric that is intended to be used at the end of a series of minilessons targeting the same standard. The materials include opportunities for students to apply the same skill area to increasingly complex concepts as instruction progresses. For example, students may focus on phonology through a minilesson on the hard c sound during one instructional period and later apply phonological knowledge in a minilesson focused on the letter i, allowing educators to evaluate growth within the same language domain over time.

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

The Advanced Biliteracy materials include scoring guidance to support consistent and reliable evaluation of instructional assessments. The primary assessment tool, the “Record of Biliteracy Behaviors” rubric, provides explicit criteria for evaluating students’ metalinguistic awareness by categorizing student understanding as “Not aware,” “Partially aware,” or “Fully aware” of cross-linguistic similarities and differences. Exemplar “Partner Talk” responses support educators in evaluating students’ oral language and metalinguistic understanding during instruction. For example, in a Set 2 “Morphology” lesson focused on comparative adjectives, the materials include a model student response explaining how comparative adjectives are formed differently in English and Spanish using examples such as warmer and más caluroso.

The materials include scoring guidance through the “Record of Biliteracy Behaviors” rubric to support educators in accurately evaluating instructional assessments. The materials include a rubric that provides specific criteria for interpreting students’ metalinguistic awareness by categorizing student understanding as “Not aware,” “Partially aware,” or “Fully aware” of targeted language similarities and differences. Scored exemplars with educator rationales model appropriate documentation and support accurate scoring at the individual student level.

Evaluation for 2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.

In the Advanced Biliteracy materials, the “Pacing Guide for Cross Linguistic Connections” includes guidance for educators to teach lessons depending on student needs in the aspect of language. The materials include guidance that, after data is gathered from the rubric, educators can follow a set that meets individual student needs. The materials include an example where, if a student is in need of three aspects of language, the educator can use the same set. The materials include phonology, grammar, and syntax within the set.

The Advanced Biliteracy materials include the “Record of Biliteracy Behaviors” rubric to collect data on students’ metalinguistic awareness and evaluate whether students are “Not aware,” “Partially aware,” or “Fully aware” of targeted cross-linguistic connections. For example, the materials include a “Pacing Guide for Cross Linguistic Connections” that provides flexibility for responding to student performance trends and instructional needs. The materials include guidance indicating that educators may select which language aspects to teach throughout the school year based on assessment data and observed student needs. The materials include an example in which, if students demonstrate difficulty with phonology concepts, educators may adjust instruction by focusing on phonology lessons across multiple sets, such as Sets 1–4, over an extended instructional period to provide additional targeted support and practice.

Evaluation for 2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.

The Advanced Biliteracy materials include a tool titled “Record of Biliteracy Behaviors” that supports educators in tracking student progress and growth over time across learning objectives, including phonology, morphology, grammar, and syntax. Guidance states that the rubric is intended for use after a series of minilessons targeting the same standard at varying levels of rigor and complexity. The rubric allows educators to evaluate student growth over time rather than performance from a single lesson. The materials include fields for documenting the date of observation, the language focus area, and the focus of the minilesson. For example, these fields allow educators to monitor patterns and trends in student performance across instructional sessions. The materials include a rubric that categorizes students’ metalinguistic awareness as “Not aware,” “Partially aware,” or “Fully aware” of targeted cross-linguistic concepts. The materials include guidance stating that lessons throughout the program are aligned with the TEKS. The materials include a rubric that tracks students’ mastery of the language concepts taught within those TEKS-aligned lessons.

In the Teacher Resource Book, under “Assessment,” the materials include a rubric for each aspect of language that educators can use to track students’ understanding of cross-linguistic connections. For example, the educator can track by aspect of language and lesson focus, including phonology, morphology, grammar, and syntax. The educator can also track whether the student is “Not aware” or “Partially aware” of similarities or differences. However, the materials do not include tools for students to track their own progress and growth.

Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.

This guidance is not applicable to the program because the program has a stated purpose of additional instruction and/or practice, not targeted remediation or acceleration.

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

The materials include instructional supports embedded throughout every lesson to facilitate students’ participation in cross-linguistic learning activities. For example, the “Lesson Overview” identifies instructional routines that are implemented across lessons to support participation in language comparisons. Guidance prompts students to work in bilingual pairs during the minilesson and student investigation phases. The materials also include guidance for educators to co-create and review anchor charts with the class to summarize similarities and differences between English and Spanish language structures. These anchor charts are referenced throughout instruction. The materials also include sentence stems for students to use during “Partner Talk” activities and journal reflections. The review phase in each lesson provides opportunities for students to revisit and discuss the language concepts learned during instruction. Students use sentence stems, partner discussions, and written reflections to summarize similarities and differences between English and Spanish language structures.

“Conexiones interlingüísticas: Gramática” includes differentiation guidance for grade-level readers. Materials direct students to examine the words men, women, and children as examples of plural words. Materials also include an anchor chart that supports students in reviewing what they have learned in English and Spanish with examples such as “La mayoría de los sustantivos plurales se forman al agregar -s o -es al final de la palabra.” Materials include a graphic organizer titled “Organizador gráfico de gramática” as an additional support, and students needing additional support can use the organizer to write examples of “Sustantivos plurales irregulares.”

Evaluation for 3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.

The materials include educator guidance and activities for differentiating instruction for students who have demonstrated proficiency in grade-level skills. For example, the materials include a lesson on using conjunctions in English and Spanish. The materials include an “Extension” section where students identify and list conjunctions in English and Spanish using a graphic organizer. Students who have already met grade-level proficiency apply the skill independently by completing the organizer to work at a higher level of rigor.

The Advanced Biliteracy materials include educator guidance for differentiated instruction and activities in Set 6. For example, the materials include differentiated instruction throughout the different sections of the lesson. In the minilesson, educators have the opportunity to check for understanding by asking questions such as, “¿Qué notan acerca del uso de puntuación al marcar discurso directo de diálogo o pensamiento del personaje en español y en inglés?” Another example of educator guidance for differentiated instruction is the opportunity for “discución en parejas,” where students can discuss with each other in a partner scenario. Students can say, “Noto que en español el diálogo se indica al usar (guiones largos o rayas), pero no se usan (comillas).” The “Repaso” section includes an opportunity for students to write using sentence frames as differentiated instruction, such as, “En español, usamos _________, pero no usamos _________.”

Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials do not include educator guidance for providing specially designed instruction (SDI) for students receiving special education services. The materials explain that the CLC program is designed for whole-class instruction and may be used with newcomers and bilingual learners in different program settings. The materials do not include guidance for adapting lesson content, instructional methods, or delivery to address individualized special education needs. The materials do not reference accommodations, modifications, or instructional supports specifically intended for students with disabilities.

The materials include instructional activities, bilingual pair discussions, and sentence stems for all students. However, the materials do not include guidance for modifying these activities or supports for students receiving special education services.

Evaluation for 3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.

The Advanced Biliteracy Teacher Resource Book includes explicit prompts for educators to use when modeling and explaining the concepts taught in the program. For example, all statements intended for educator delivery are presented in italics. These scripted prompts support educators in clearly explaining the differences between English and Spanish letter sounds in the lesson. The materials also provide discussion questions that educators can use to facilitate student conversations.

The Advanced Biliteracy minilessons include modeling prompts that explain the concept of the lesson. For example, “Noto que hay una relación entre Estela y su padre por la palabra de. Cuando la palabra de está seguida de un sustantivo y el artículo el, forman la contracción del.” Educators can guide students by asking, “Pregunte: ¿Qué notan sobre cómo se forma y usa el caso posesivo en español y en inglés?” Educator modeling of a new concept is also included under “Introducción.” Each lesson begins with a new student reader and guidance for educators to introduce its concepts. For example, “Lea ‘El rey del despilfarro.’ Diga: Vamos aprender las formas y usos del caso posesivo en español y en inglés.”

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

The Advanced Biliteracy materials include comprehensive educator guidance and recommendations for effective lesson delivery through instructional approaches such as visualization, collaboration, and structured student discourse. In the Set 1 “Phonology” lesson using “Food Rescue”/”Rescate de alimentos,” students participate in activities that require them to analyze and categorize words based on phonological patterns. The “Student Investigation 2” instructions guide educators to support visualization by creating a T-chart with the headings “Soft /g/ sound” and “Hard /g/ sound.” Students work collaboratively to sort examples into the appropriate categories based on the pronunciation of the letter g. Scripted guidance directs students to “Find examples in the book or think of your own examples . . . Place them under the corresponding column based on the sound the g makes in each word.” Additionally, the lesson incorporates discourse through “Partner Talk” activities and provides exemplar responses to support students as they discuss and justify their classifications of words such as refugio and garden.

In the Set 1 “Syntax” lesson using “The King of Waste”/”El rey del despilfarro,” students move from collaborative discussions to independent application activities that require them to reflect on and apply the targeted grammar concept. The review phase includes sentence stems to support students as they independently summarize the language rule in their journals. Prompts include “In English and in Spanish, we use coordinating conjunctions such as ___ to link two complete sentences.” The materials also include an “Extension” activity that incorporates visualization and cross-curricular application. The educator is directed to provide a “Syntax Graphic Organizer” and guide students in locating and recording examples of compound sentences from mathematics, science, social studies, and language arts texts.

Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials include recommended guidance for educator structures such as whole-group and individual implementation. For example, materials include “Cross Linguistic Connections Progressions,” which states, “While designed for whole-class work, Cross Linguistic Connections can also be used in instruction with newcomers, as well as other bilingual learners in different program types.”

The Advanced Biliteracy materials include recommended guidance for educator structures such as whole-group and individual implementation under the Set 3 “Morfología” lesson. For example, the materials in “Repaso” encourage students to write independently, with educator instructions such as “Lea el cartel didáctico con los estudiantes. Pídales que reflexionen en su cuaderno, usando las siguientes guías.”

Evaluation for 3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

The materials include guidance for educators on how to provide linguistic accommodations for emergent bilinguals in order to engage students in academic and discipline-specific language. For example, in the Set 5 student investigation, students are paired for peer discussions. However, the materials do not meet various levels of language proficiency as defined by ELPS.

The Advanced Biliteracy materials do not include educator guidance for providing linguistic accommodations differentiated according to English language proficiency levels. The materials do not reference the ELPS Proficiency Level Descriptors (PLDs), nor do they provide specific instructional strategies or accommodations for students at Beginning, Intermediate, Advanced, or Advanced High levels of language development. While the program is designed to support emergent bilingual students and notes that the lessons may be used with newcomers and students in different bilingual program settings, the language supports provided are universal rather than differentiated. The Teacher Resource Book consistently includes instructional scaffolds such as bilingual sentence stems, partner discussions, anchor charts, and structured journal-writing prompts to support academic language development for all students. Lessons provide standard sentence stems to facilitate “academic conversations about language during partner talk” and include structured writing frames for use during the review phase. However, these supports are provided uniformly to the entire class and are not adapted or tiered according to individual language proficiency levels. As a result, the materials do not include lesson-specific examples demonstrating differentiated linguistic accommodations aligned with the ELPS proficiency levels.

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

The Advanced Biliteracy materials do not include specific implementation guidance for integrating instruction into distinct state-approved bilingual or ESL program models. While the program notes that the lessons may be used in different educational contexts and with newcomers and other bilingual learners, the guidance remains general and is not tailored to specific program types such as dual language immersion, transitional bilingual, or ESL models. Instead, a universal implementation structure engages students during language arts instruction in English or Spanish and then participates in CLC lessons to compare the two languages. Although the resource includes general lesson overviews and flexible pacing options, it does not provide differentiated recommendations or adaptations for implementation within specific bilingual or ESL program models. The materials do not include implementation guidance to support educators in effectively using the materials in state-approved bilingual and ESL programs.

The materials do not provide specific guidance for how to implement the materials in dual language immersion, transitional bilingual programs, or ESL models. The materials include information that builds educator background knowledge on language acquisition in general, but the materials do not explain how the program is adapted or applied within different instructional models.

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

The materials include activities that support students in transferring academic language from English to Spanish in the Set 4 “Sintaxis” lesson For example, materials in “Extensión” direct students to use the “Conexiones interlingüísticas” chart to organize complete sentences in two columns, with students writing sentences using word examples in both English and Spanish.

The Set 3 “Morphology” lesson in the Teacher Resource Book includes activities and resources that support metalinguistic transfer between English and Spanish through the program’s CLC approach. Students engage in comparisons of phonology, morphology, grammar, and syntax across both languages to help them connect, access, and apply language concepts from English to Spanish and from Spanish to English. In the texts “Marvelous Maddie” and “La maravillosa Maddie,” students analyze how Latin suffixes function in both languages. Students compare English suffixes such as -tion and -ty with their Spanish counterparts -ción and -dad and discuss how these suffixes transform verbs and adjectives into nouns. In the “Extension” section, students use a “Morphology Graphic Organizer” to identify and record additional examples of these suffixes across English and Spanish texts in mathematics, science, social studies, and language arts, providing opportunities to apply and transfer academic language skills across content areas.

Evaluation for 5.1a
Materials include explicit (direct) instruction on specific vocabulary using multiple strategies for teaching word meaning (e.g., student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization and classification, images).

The materials include explicit instruction in specific vocabulary words using multiple strategies for teaching word meaning. For example, in Set 7, the minilesson includes explicit instruction on the prefixes re- and inter-, with the educator explaining the meaning of each prefix and modeling how the prefixes contribute to the meanings of several words. The materials also include partner discussions in which students explain how the prefixes change word meaning. Additionally, the “Student Investigation” section directs students to examine pages from their student books to identify words containing these prefixes, reinforcing the concept through categorization and text analysis. Finally, the “Review” section includes sentence stems that guide students in writing about the meanings of the prefixes in both English and Spanish.

The materials include explicit instruction on specific vocabulary and word meaning using multiple instructional strategies. For example, in the Set 5 “Grammar” lesson using “Surviving the Earthquake”/”Sobreviviente del terremoto,” the materials include explicit instruction on determining word meaning by using antonyms. The educator models the strategy by explaining, “I know what the meaning of the word contaminated/contaminada is as I can relate it to its antonym in the same sentence (purified/purificada).” The materials also include guided practice in the “Student Investigation” section, where students apply the strategy to additional antonym pairs such as broken/healed and lost/found. Additionally, the review activities include a written application in which students complete the sentence frame “We look for the antonym of a word, such as ____ and ____, to better understand its meaning.”

Evaluation for 5.1b
Specific vocabulary selected for explicit (direct) instruction includes high-utility tier 2 and tier 3 academic vocabulary.

The materials include direct instruction in tier-three specialized vocabulary. The materials explicitly teach subject-specific terms such as plural nouns, compound sentences, possessive case, and demonstrative adjectives. For example, in the Set 3 “Syntax” lesson, the minilesson includes explicit instruction in the meaning of compound predicates, with the educator providing definitions and examples from the text. The materials also include explicit instruction on conjunctions, with educator explanations and examples demonstrating how they connect ideas within sentences. Additionally, students encounter multiple examples of compound predicates and conjunctions during the minilesson and student investigation phases and discuss how these grammatical structures function.

The Advanced Biliteracy materials include explicit instruction on high-utility tier 2 academic vocabulary. For example, in Set 5 “Morphology,” students analyze words such as destructive, recover, displaced, and renewable by studying Latin prefixes. The materials include educator modeling in which the educator explains, “The prefix re- means back or again, as in recover . . . Knowing the meaning of the Latin prefixes helps me better understand the meaning of the words.” Students then apply this strategy to determine that displaced means “away from their own place” and renewable means “produce again.” Similarly, in Set 7 “Morphology,” students analyze the words interference and dissolves. The educator models that the prefix inter- means “between or among,” helping students determine that interference means “something that gets in the way,” and explains that the prefix di-/dis- means “apart or in two,” supporting students in determining that dissolves means “to break up or separate.” Additionally, students use a graphic organizer.

Evaluation for 5.1c
Materials include repeated opportunities for students to practice using specific vocabulary in multiple contexts.

The materials provide opportunities for students to use vocabulary words multiple times within and across different lessons. For example, students are first introduced to the term prefix in the Set 5 “Morphology” lesson, where the materials provide a student-friendly definition, examples of prefixes in the context of previously read texts, partner discussions about how prefixes affect word meaning, and written activities that require students to explain the concept. Later, in Set 7 “Morphology,” students revisit prefixes in a new instructional context, providing additional opportunities to hear, discuss, read, and write about the term.

The materials include repeated opportunities for students to practice and apply specific vocabulary.
For example, in the Set 5 “Grammar” lesson using “Surviving the Earthquake”/”Sobreviviente del terremoto,” students repeatedly practice vocabulary by identifying and analyzing antonym pairs. During the minilesson, students discuss words such as contaminated/contaminada and broken/roto by relating them to their antonyms purified/purificada and healed/sanado. During the student investigation, students continue applying the strategy with additional pairs such as lost/perdido and found/encontramos, followed by up/arriba and little/poco. In the “Review” and “Extension” activities, students reinforce the strategy by completing journal sentence frames such as “We look for the antonym of a word, such as ____ and ____, to better understand its meaning,” before locating additional antonym pairs in mathematics, science, and social studies texts. Similarly, in Set 5 “Morphology” lesson using “Clean Energy”/”Energía limpia,” students repeatedly analyze Latin prefixes throughout the lesson. They first discuss words such as destructive and recover, then apply the same strategy to determine the meanings of devastated and renewable during the student investigation. Students continue by identifying additional examples such as describe and release, summarizing the meanings of the prefixes during the review, and using a graphic organizer.

Evaluation for 5.2a
Materials include explicit (direct) instruction on using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction in morphemic analysis by directly teaching students how word parts affect word meaning. For example, in Set 2 “Morphology,” the educator explicitly explains that in English the suffix -er is added to adjectives to indicate a higher degree of comparison, while in Spanish, the word más is placed before the adjective to express the same meaning. During the minilesson, the educator models this concept using examples from previously read texts, including higher, cooler, and warmer, demonstrating how adding -er changes each adjective to its comparative form. Students then apply the strategy by identifying comparative adjectives in sentences from the texts, discussing how the suffix -er changes word meaning, and analyzing the differences between English and Spanish comparative forms.

The materials include explicit and direct instruction in morphemic analysis and show students how to use word parts to understand the meaning of words. For example, in Set 5 “Morphology,” the educator explicitly teaches students the meaning of the prefixes de/des/dis- and re-. The educator explains how to add these prefixes to the beginning of root words. The educator provides multiple examples from the books read in class, such as destructive, recover, displaced, and reduced. Students are then guided in practicing this same skill by discussing what these prefixes mean in English and Spanish with a partner. In the student investigation, students identify words with prefixes in sentences and discuss them with a partner.

Evaluation for 5.2b
Materials include opportunities for students to practice using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include multiple opportunities for students to use morphemic analysis, or word parts, to understand the meaning of words. For example, in the Set 2 “Morphology” lesson, students learn that in English, they add -er to the end of words to demonstrate a higher degree and that in Spanish they add the word más in front of the word. In the minilesson, the educator provides multiple examples from the books read in class to show students that they add -er at the end of words to make them comparative, as in higher, cooler, and warmer. In the student investigations, students then practice this same skill by identifying comparative adjectives in sentences from the books and discussing how to add an -er at the end of words to make them into the comparative form. Lastly, in the “Review” section, students are asked to write about how to form comparative adjectives in both English and Spanish by adding -er or the word más.

The materials include multiple opportunities for students to use morphemic analysis, or word parts, to understand the meaning of words. For example, in Set 5 “Morphology,” students learn the meaning of the prefixes de/des/dis- and re-. The educator explains how to add these prefixes to the beginning of root words. The educator provides multiple examples from the books read in class, such as destructive, recover, displaced, and reduced. In the student investigations, students are then guided in practicing this same skill by discussing what these prefixes mean in English and Spanish with a partner. In the “Review” section, students are asked to write about the meaning of these prefixes in both English and Spanish.

Evaluation for 5.2c
Materials include explicit (direct) instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction on how to use context to determine the meaning of an unknown word. The educator directly models how to use antonyms to understand the meaning of another word. For example, in Set 5 “Grammar,” in the “Mini-Lesson” section, the educator is guided to say, “I know what the meaning of the word contaminated/contaminada is as I can relate it to its antonym in the same sentence (purified/purificada) in English and Spanish.”

The Advanced Biliteracy materials include explicit instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS. For example, the Set 5 “Grammar” lesson using “Surviving the Earthquake”/”Sobreviviente del terremoto” teaches students to use antonyms and contrasting ideas in the surrounding text as context clues to infer the meanings of unfamiliar words. For example, during the minilesson, the educator models the strategy with a think-aloud, stating, “I know what the meaning of the word contaminated/contaminada is as I can relate it to its antonym in the same sentence (purified/purificada).” Students then apply the same strategy during guided practice by analyzing the passage, “It was where the bone had been broken in the earthquake. It had healed well, but sometimes it ached.” Using the surrounding context, students determine that broken is the antonym of healed/sanado, helping them infer the meaning of the unfamiliar word through contextual analysis.

Evaluation for 5.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include opportunities for students to practice using contextual analysis to determine the meaning of an unfamiliar word. For example, in Set 5 “Grammar,” the educator has already modeled how to use an antonym found within the same sentence to determine the meaning of an unknown word. Next, students practice this same skill in “Student Investigation 1” and “Student Investigation 2.” Students read sentences from the texts they have already read in class and find two words that are opposites (antonyms). They are asked to discuss with a partner how the meaning of one word helps them determine the meaning of the other. In the “Review” section of the same lesson, students are asked to write about how to use antonyms to better understand the meaning of words using sentence stems.

The Advanced Biliteracy materials include opportunities for students to practice using contextual analysis to determine word meaning in alignment with grade-level TEKS. For example, during the review phase, students complete journal sentence frames such as “In English and in Spanish, we look for the antonym of a word, such as _____ and _____ to better understand its meaning. For example, _____ and _____.” During the “Extension” activity, students independently apply the same strategy across content areas. The educator directs students to “Use the graphic organizer to record examples you notice in different content areas about how to understand the meaning of words by relating them to their antonyms.” Students then identify and highlight antonym pairs in mathematics, science, social studies, and language arts texts.