Biliteracy para todos: Preview-View-Review 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).

The Biliteracy Para Todos: Teaching for language connections Advanced Biliteracy Preview-View-Review Teacher Resource Book does not include an explanation of the stated purpose under “The Purpose of Preview-View-Review.” The material instead describes how the program supports different bilingual program models and does not clearly explain how it supports the English Language Arts Texas Essential Knowledge and Skills (TEKS). The materials do not clearly define the overall purpose of the supplemental program for core reading instruction.

The material describes general strategies for different learners without stating whether the focus is extra practice, support, or enrichment. For example, the first box in the chart states, “Purposes for students when the View is in English.” The materials only provide an explanation of which language programs the resource can be used for, including Transitional, One-Way Dual Language, or Two-Way Dual Language, rather than clearly defining the overall purpose of the supplemental program for core reading 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 do not include clear guidance on how to appropriately use the supplemental program. In the Preview-View-Review Teacher Resource Book under the heading “The Purpose of Preview-View-Review,” the materials explain the rationale for certain teaching structures and connect these structures to different bilingual program models. However, they do not explicitly explain how or when these strategies should be implemented in alignment with the core curriculum. The materials include instructional rationale and organizational context, but do not include explicit guidance for integration with core instruction.

The materials include guidance on how to supplement different bilingual programs such as Transitional, One-Way Dual Language, and Two-Way Dual Language. In “The Structure and Sequence of a PVR Lesson,” the materials describe the lesson structure for bilingual settings rather than explaining how the supplemental program aligns with or supports core reading and language arts instruction.

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 Teacher Resource Book includes TEKS alignment in each lesson and includes a scope and sequence outlining the skills taught. For example, the Advanced Biliteracy Teacher Resource Book provides the “Texas Essential Knowledge and Skills Alignment,” listing 10 sets of books. Each set includes a list and explanation of targeted TEKS to show the specific skills addressed through the lessons and book sets.

In the Teacher Resource Book, the materials include a chart, and each set and lesson includes TEKS correlations from different grade levels, including grades 3, 4, and 5, such as TEKS 5.6c. However, the materials do not provide a rationale explaining the design of the scope and sequence.

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

The materials do not include time requirements, the duration of each lesson, or the suggested pacing for effective implementation. For example, in the Advanced Biliteracy Teacher Resource Book under “How often should I conduct a PVR lesson?,” the materials include general guidance for implementing the lessons.

Also in the Teacher Resource Book, in the section titled “How often should I conduct a PVR lesson?,” the materials state, “Based on teacher’s observation of the progress of the students and the information from the reading assessment, the teacher decides on how often to meet with the students.” However, the materials do not provide the duration of each lesson or pacing information for individual lessons.

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

The program includes an explanation of the Preview-View-Review strategy used in the program, which supports educators in building students’ background knowledge. However, the materials do not include resources to help educators implement the materials. The materials do not provide additional support to explain the key features of each part of the lesson to help educators effectively use the program with students.

The materials direct educators to vocabulary anchor charts and sentence stems and explain how assessments inform grouping and instructional focus. However, the materials do not include educator resources and guidance for implementation. The Advanced Biliteracy Teacher Resource Book provides no explanation for how assessments inform grouping and instructional focus.

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 supports for families in either Spanish or English. The materials do not offer resources for educators to use in guiding families on how to support the progress of their students at home. No family letter was found in the English or Spanish materials. The Teacher Resource Book provides only guidance to educators and is intended for classroom implementation, with instructional supports for developing language skills 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 appropriate instructional assessments for the stated purpose of the supplemental program by providing reading assessments that monitor students’ decoding, fluency, and comprehension skills. For example, in the Advanced Biliteracy Teacher Resource Book, the “Assessment” section explains, “A reading assessment (Assessing Reading: Decoding, Comprehension, Fluency) is a tool used to assess a student’s reading, fluency, and comprehension. It provides a snapshot of the student’s reading behaviors. An individual student’s reading assessment should be taken at regular intervals so that the teacher can gather information to support targeted reading and language instruction. The teacher can use the information from the reading assessment to plan for their future instruction.”

The materials provide guidance for educators to use ongoing assessment data to monitor student literacy performance and inform targeted instructional decisions aligned with the supplemental program’s purpose. This guidance supports educators in collecting ongoing student reading data to inform targeted instruction and monitor student progress. However, the materials do not include summative assessments that evaluate student performance on literacy skills developed across the lesson set or instructional sequence.

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

The materials include the definition of the instructional assessment and identify its intended purpose of monitoring student literacy development and informing instructional planning. For example, in the Advanced Biliteracy Teacher Resource Book, the materials define the assessment as “A reading assessment (Assessing Reading: Decoding, Comprehension, Fluency) is a tool used to assess a student’s reading, fluency, and comprehension.” The materials further explain that the assessment provides “a snapshot of the student’s reading behaviors.”

In “Assessment,” the materials state that educators can use assessment results to “plan for their future instruction.” Additionally, the materials state that reading assessments should be taken at regular intervals so educators can gather information to support targeted reading and language instruction and plan future instruction based on student performance data.

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

The materials include guidance to support the consistent and accurate administration of instructional assessments. The materials contain a reading assessment that evaluates decoding, comprehension, and fluency skills. The assessment guidance explains that the assessment provides “a snapshot of the student’s reading behaviors” and should be administered “at regular intervals.” Educators gather information to support targeted reading and language instruction and use assessment results to plan future instruction.

At the top of each assessment tool, under the title of the book and grade level, the materials state, “Read the title to the student. Ask the student to read the text. Mark the decoding errors on this transcript. Write the total number of errors on each page.”

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

The instructional assessments include items at varying levels of complexity through decoding, fluency, comprehension, and language analysis tasks. The “Assessing Reading: Decoding, Comprehension, Fluency” assessments require students to read connected text while educators record decoding errors and observe reading behaviors in both English and Spanish. The materials further extend assessment complexity by guiding educators to evaluate meaning-making, cross-linguistic transfer, pronunciation patterns, and oral language development for emergent bilingual students. The materials include instructional supports such as translanguaging, sentence stems, and extended wait time to support students as they engage with increasingly complex literacy tasks across languages.

The materials include instructional assessments evaluating varying levels of complexity. For example, the materials include comprehension questions that address literal, inferential, and critical thinking skills rather than a single skill area. These question types require students to demonstrate understanding at multiple levels of comprehension. However, the materials do not include guidance for educators on how to interpret data collected from the comprehension portion of the assessment. Additionally, the assessments do not include a variety of item types beyond the provided comprehension questions.

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

The instructional assessments and scoring information provide guidance for interpreting student performance through decoding accuracy measures and performance indicators. For example, the instructions for each assessment include a “Decoding Accuracy” table that identifies the number of decoding errors, corresponding accuracy percentages, and associated levels of difficulty. The materials also provide an “Accuracy Score” formula educators can use to calculate students’ reading accuracy percentages. These scoring tools support educators in determining student decoding performance and identifying levels of reading difficulty based on assessment results.

However, once the calculations have been made, the materials do not include guidance for interpreting student performance data. There is no guidance for identifying performance trends, strengths, areas of need, or recommendations for instructional next steps.

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

The assessment materials include directions for administering and scoring assessments, such as marking decoding errors and recording the total number of errors on each page. However, the materials do not provide guidance for using the supplemental program to respond to student trends in performance on assessments.


The materials do not include guidance for analyzing assessment trends, identifying student strengths or areas of need, or adjusting instruction to provide targeted intervention or support based on student performance data. Additionally, the materials do not provide intervention strategies, targeted instructional recommendations, or procedures for responding to patterns identified in student assessment data.

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 materials do not include tools for educators to track student progress and growth over time. For example, the assessment materials provide directions for educators to mark decoding errors and record the total number of errors per page during administration. The materials also include general suggestions for considering instructional decisions based on assessments in students’ dominant and additional languages. However, the materials do not provide progress monitoring tools, data tracking systems, growth charts, or structured resources for documenting, monitoring, or analyzing student progress and growth across multiple assessments or instructional periods.

The materials do not provide tools for students to monitor their own progress over time. The materials include assessment administration procedures and scoring information. However, the materials do not include progress monitoring charts, student tracking forms, data collection systems, goal-setting tools, or structured resources for documenting and analyzing growth across multiple assessments. Additionally, the materials do not provide student-facing tools that support self-monitoring, reflection, or goal tracking based on assessment performance.

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 do not include educator guidance for differentiated instruction or activities for students who have not yet reached proficiency in grade-level skills. In the “After Reading” section, the materials direct educators to “Promote discussions by choosing questions that are appropriate for your students.” For example, this direction tells educators to select questions but does not specify which questions are appropriate for students who are struggling, nor does it provide guidance on how to adjust or scaffold questions based on student needs.

Instead, the materials provide guidance on the language structure used to deliver instruction. For example, in the Preview-View-Review Teacher Resource Book, the materials state that English language arts educators present the Preview in Spanish, the View in English, and the Review in Spanish. This guidance describes how instruction is organized across languages but does not provide recommendations for differentiating instruction for students who are performing below grade level. The materials do not include targeted supports, such as small-group instruction, additional scaffolds, modified activities, sentence stems, graphic organizers, or other lesson-specific recommendations to support students who have not yet reached proficiency in grade-level skills.

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.

In the Preview-View-Review Teacher Resource Book, the “Target Language” chart describes the purpose of instruction when the View is presented in English for emergent bilingual students. The chart provides guidance related to language acquisition and instructional language use. However, the guidance does not include recommendations for extending learning or increasing the complexity of instruction for students who have already demonstrated grade-level proficiency.

Instead, the materials provide guidance for determining the level of linguistic support needed for emergent bilingual students. For example, the materials state, “When working with emergent bilinguals, consider if the independent level is a reflection of the student’s language development or reading development to help you decide the extent of linguistic support.” The materials do not provide recommendations for extending learning for students who have already demonstrated proficiency in grade-level skills. The materials do not include lesson-specific enrichment opportunities, accelerated tasks, advanced application activities, or other differentiated supports designed for students who have mastered grade-level content.

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 SDI for students receiving special education services. Instead, the program provides a structured Preview-View-Review lesson format used when the target language is English. In this structure, the Preview is conducted in Spanish and includes background knowledge and vocabulary development. The View is presented in English and includes activities such as word study, text introduction, and reading instruction, followed by a Review discussion. The materials describe the sequence and language of instruction but do not provide recommendations for adapting instruction to meet the individualized needs of students receiving special education services.

The materials do not include educator guidance for providing specially designed instruction for students receiving special education services. The materials state, “Preview View Review supports the systematic development of language and reading across both languages of instruction.” The materials do not include guidance for adapting instruction to meet the individualized needs of students receiving special education services. The materials do not include recommendations for instructional modifications, accommodations, specialized intervention strategies, adjusted lesson delivery, or other supports that guide educators in providing specially designed instruction.

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 materials include prompts and guidance to support educators in modeling and explaining academic vocabulary and language skills. For example, in the Preview-View-Review Teacher Resource Book, the “Preview” section under “Activate Prior Knowledge” directs the educator to say, “This book is a report about the park rangers that work at national parks. Read the information in the contents to see how the book is organized.” The materials then provide specific questions, including “Who watches the Denali National Park and what is he in charge of?” The lesson also includes discussion prompts and sentence starters that support modeling academic language and guide students in using complete comparative responses.

In the “View” section under “Academic Language: Vocabulary,” guidance leads educators to model and explain skills. For example, the educator introduces the vocabulary words flashlight and campsite then guides students in brainstorming other words that end in -ight or -ite. The materials provide specific questions, including, “How are these people similar? In what ways are they different?” The lesson also includes discussion frames such as “The part of the words that sound the same are _____ and _____. Other words with these sounds, but different spelling include _____, _____, _____, and _____.”

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 “Target Language: English” lesson framework in the Preview-View-Review cycle outlines instructional components that support lesson implementation. The framework includes opportunities for activating prior knowledge, academic vocabulary instruction, word study, book introduction, during-reading support, discussion activities, language connections, writing and oracy activities, and reading review. For example, the materials identify instructional components such as “Academic Vocabulary: Word Study,” “Introduce the Book,” “During Reading,” “Talking About the Book,” “Language Connections,” and “Academic Language: Writing and Oracy.”

The materials include guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches. For example, in Set 3 of the Preview-View-Review Teacher Resource Book, the materials provide scripted teacher directions and prompts that guide teachers in discussion. Following the reading, students participate in a collaborative discussion activity in which they share and discuss their writing with peers. The materials include lessons with a “Review” activity, in which students respond to educator-generated statements by choosing to agree or disagree and moving to the corresponding side of the room.

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 do not include clear educator guidance on recommended instructional structures to support effective implementation. While the materials include lesson activities and instructional routines, they do not consistently identify whether those activities should be implemented in whole-group, small-group, partner, or individual settings. For example, the Preview-View-Review Teacher Resource Book outlines the sequence of lesson components and provides guidance on language use within different bilingual program models.

The Preview-View-Review Teacher Resource Book includes a section titled “The Structure and Sequence of a PVR Lesson.” This section explains which language should be used during each component of the lesson based on the type of bilingual program. However, the guidance focuses on language allocation and does not identify recommended instructional structures for implementing the lesson components. The materials also do not provide explicit recommendations regarding instructional grouping for lesson delivery. As a result, educators must determine the instructional structure for implementation based on their own interpretation rather than following clear guidance provided within the materials.

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 do not include educator guidance for providing linguistic accommodations differentiated by English Language Proficiency Standards (ELPS) proficiency levels. The materials do not reference proficiency level descriptors or provide recommendations for adjusting instruction based on students’ language proficiency needs. The materials do not include structured guidance that supports students in using increasingly more academic language across varying levels of language development. The materials do not include educator-facing guidance for differentiating linguistic accommodations by proficiency level or for increasing the complexity of students’ academic language based on ELPS expectations.


The materials do not provide specific linguistic accommodations, language supports differentiated by proficiency level, or guidance aligned to ELPS proficiency level descriptors. The materials do not include recommendations for supporting students in using increasingly more academic language across varying levels of language development.

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 materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual programs. Within the Preview-View-Review framework, the materials provide guidance for implementation across different bilingual program models and student populations. For example, the materials distinguish between emergent bilingual students whose home language is Spanish in Transitional Bilingual Education, One-Way Dual Language, and Two-Way Dual Language programs, as well as emergent bilingual students whose home language is English in Two-Way Dual Language programs. The implementation guidance identifies the language used during each lesson component and explains the instructional purpose of the Preview, View, and Review phases.


The “Target Language: English” chart provides guidance for implementing instruction with emergent bilingual students. The chart describes how the framework supports vocabulary development, comprehension, biliteracy, language development, and sheltered instruction across bilingual instructional settings.

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 resources that outline opportunities to address metalinguistic transfer between English and Spanish. For example, the Teacher Resource Book explains that cross-linguistic connections occur across levels of language, including phonology, morphology, syntax, and grammar. The materials include guidance on how the program can be used to help students transfer knowledge and skills across languages.

The materials include resources that outline opportunities to address metalinguistic transfer between English and Spanish. Within the “View” English component, the “Language Connections: Semantic Level Anchor Chart” activity prompts students to compare vocabulary across languages using the sentence frame, “In Spanish you say ____, but in English you say ____.” Similarly, within the “Vista/Lección” component, the “Conexiones de lenguaje: nivel semántico” activity prompts students to compare vocabulary using the sentence frame, “En inglés se dice ____, pero en español se dice ____.” These language connection activities require students to identify and discuss relationships between English and Spanish vocabulary, supporting the transfer of linguistic knowledge across languages.

Evaluation for 8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).

The materials include opportunities for students to read high-quality, grade-level texts in both informational and literary forms. In Advanced Biliteracy Set 2, students read the informational text “Dragons” alongside the literary text “Dragon Tales” through a structured sequence of before-, during-, and after-reading instruction. During reading, students read connected text independently while educators provide linguistic and comprehension support through echo reading, choral reading, partner reading, and strategic word-solving to maintain comprehension. After reading, students compare dragon stories across cultures, analyze the purpose and messages of myths and legends, and respond to literal, inferential, synthesizing, and critical-thinking questions using evidence from the text and illustrations. The lessons also integrate comparative writing, vocabulary, and discussion across both texts.

The materials provide opportunities for students to read high-quality, grade-level texts in both informational and literary forms. In Advanced Biliteracy Set 5, students read the informational text “The Mighty Mississippi” alongside the historical fiction text “River Boy” through a structured sequence of before-, during-, and after-reading instruction. During reading, students read connected text across multiple chapters while educators provide linguistic and comprehension support through independent, partner, and choral reading. Students identify historical facts, analyze the historical setting, distinguish factual information from fictional events, and use graphic organizers to collect evidence across chapters. After reading, students respond to inferential, synthesizing, and critical-thinking questions; compare historical life to present-day experiences; and write an informational report using evidence from both texts. The lessons also integrate vocabulary, oral discussion, and writing across the paired texts.

Evaluation for 8.1b
Materials include a variety of high-quality texts at different levels of complexity.

The Advanced Biliteracy materials include a diverse collection of high-quality texts across informational, historical, scientific, cultural, and literary genres. Students read paired texts such as “Dragons” and “Dragon Tales,” “The Mighty Mississippi” and “River Boy,” “What’s the Attraction?” and “Rescue at Blue Canyon,” and “Protecting the People of the Arrow” and “Outsiders!.” The materials include informational texts, historical fiction, legends, realistic fiction, and cultural narratives that teach settings and themes. Informational texts incorporate organizational features such as introductions, chapter headings, diagrams, and factual explanations, while literary texts include complex narrative elements such as character development, dialogue, flashbacks, internal conflict, and multiple plot events.

The Advanced Biliteracy materials include texts at varying levels of complexity that increase through levels of meaning, text structure, knowledge demands, syntax, and academic vocabulary. Across the level, students read texts addressing scientific explanations, historical events, cultural traditions, environmental topics, and realistic narratives that require interpretation beyond literal meaning. Literary texts incorporate structures, including flashbacks, multiple plotlines, character dilemmas, and evolving motivations, while informational texts present historical, scientific, and cultural content with increasingly specialized vocabulary and complex organizational structures. The collection also introduces abstract themes such as courage, identity, responsibility, cultural understanding, memory, and personal growth, requiring students to analyze relationships among ideas, events, and characters.

Evaluation for 8.1c
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.

The materials include texts with content that is relevant and engaging by presenting authentic, high-interest topics that encourage students to think critically about people, places, and events. Across the Advanced Biliteracy units, students read paired narrative and informational texts about national parks and outdoor recreation (“What’s the Attraction?” and “Rescue at Blue Canyon)” and Indigenous communities in remote regions (“Protecting the People of the Arrow” and “Outsiders!”). The texts explore situations involving wilderness rescue, overcoming fear, respecting protected environments, and balancing cultural preservation with outside influence.

The materials include texts that authentically represent diverse backgrounds, cultures, and life experiences while introducing students to perspectives beyond their own. Across the Advanced Biliteracy materials, students encounter informational and narrative texts featuring park rangers, tourists, explorers, Indigenous communities, and children experiencing unfamiliar environments and cultures. The texts present geographically and culturally diverse settings, including national parks, remote wilderness areas, and feature uncontacted Indigenous peoples, while exploring themes of cultural respect, environmental stewardship, personal growth, and human interaction with the natural world.

Evaluation for 8.2a
Materials activate or supply background knowledge.

The materials consistently activate students’ background knowledge before reading by prompting students to connect their own experiences and prior knowledge to the topic of each text. During the “Vista previa/Preview” lessons, educators ask students to discuss experiences such as vacations they have taken before reading “What’s the Attraction?,” safety precautions when visiting national parks, and what they know about expeditions and uncontacted Indigenous peoples before reading “Protecting the People of the Arrow.” Students also discuss rescues, national parks, and characteristics of rescue workers before reading “Rescue at Blue Canyon.”

The materials consistently build background knowledge by providing explicit introductions to the topic, setting, and central concepts before students begin reading. During the “Before Reading/Antes de la lectura” sections, educator guidance introduces the context of each selection and establishes a clear purpose for reading. For example, before reading “Rescue at Blue Canyon,” educators explain that the story takes place during a rescue in a national park and introduce the concept of a flashback, preparing students to recognize how past experiences influence the character’s actions. Likewise, before reading “Outsiders!,” educators explain that the story centers on uncontacted Indigenous peoples and guide students in discussing how characters might think and feel when encountering outsiders.

Evaluation for 8.2b
Materials include pre-teaching of unfamiliar vocabulary in texts.

The materials consistently provide pre-teaching of unfamiliar vocabulary before students read each text through dedicated “Academic Vocabulary: Vocabulary” sections. Prior to reading, educators introduce text-specific words and phrases such as canyon, natural attraction, park ranger, uncontacted tribes, outsiders, elders, and explorers, using vocabulary anchor charts that preview the language students will encounter in the text. The materials provide educator guidance for discussing each word before reading.

The materials include explicit educator guidance for pre-teaching unfamiliar vocabulary using multiple instructional supports before reading begins. Each lesson includes picture-supported vocabulary anchor charts, student-friendly explanations, and structured oral discussions that require students to use and discuss the target vocabulary before encountering it in the text. The vocabulary charts are intentionally revisited during “Language Connections” activities and after-reading discussions to reinforce word meanings across English and Spanish.

Evaluation for 8.2c
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials do not include explicit instruction on using contextual analysis to determine the meaning of unfamiliar vocabulary in connected text. Each lesson contains an “Academic Vocabulary: Vocabulary” section that introduces text-specific words and phrases, such as canyon, natural attraction, park ranger, uncontacted tribes, outsiders, elders, and explorers, using vocabulary anchor charts and educator-led discussion before reading. However, the materials do not explicitly teach students how to use surrounding words, phrases, examples, sentence structure, or other context clues within the text to determine the meaning of unfamiliar vocabulary while reading. Instead, word meanings are introduced directly before students encounter the text.

The materials do not provide educator guidance for modeling or explicitly teaching contextual analysis as a vocabulary strategy. Although lessons include vocabulary previews, discussion prompts, and opportunities to revisit vocabulary during “Language Connections” and after-reading activities, they do not include think-alouds, explanations of context clue types, or guided practice demonstrating how students can use context clues in authentic text to infer word meaning.

Evaluation for 8.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials do not include opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary in connected text. Each lesson begins with an “Academic Vocabulary” section that previews target words and phrases (e.g., canyon, park ranger, expedition, flashback, outsiders, uncontacted tribes) using vocabulary anchor charts before students read. Instruction focuses on introducing and discussing vocabulary prior to reading, but students are not asked to infer the meaning of unfamiliar words by analyzing surrounding words, sentences, or paragraphs encountered in the text.

The materials do not include student practice activities that require contextual analysis to determine word meaning. During and after reading, students engage in discussion prompts, graphic organizers, inferential questions, character analysis, writing tasks, and language connection activities. However, the lessons do not include questions or tasks requiring students to determine a word’s meaning from context, identify the textual evidence supporting an inferred meaning, select the appropriate definition based on context, or complete vocabulary exercises that rely on contextual clues. The materials teach vocabulary primarily through explicit pre-teaching rather than contextual analysis practice.

Evaluation for 8.3a
Materials include systematic and explicit (direct) instruction on reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include systematic instruction in reading comprehension through a structured progression from literal understanding to inferential and evaluative analysis across the lesson sequence. During reading, students first identify explicit information, such as settings, characters, historical facts, and key events. As instruction progresses, students analyze character motivations, infer emotions, interpret flashbacks, synthesize ideas across chapters, and draw conclusions supported by textual evidence. After reading, discussion prompts require students to evaluate characters’ decisions, defend interpretations, analyze how narrative elements contribute to meaning, and compare informational and narrative texts. This consistent progression from literal to increasingly complex comprehension tasks demonstrates a systematic approach to developing comprehension skills. However, the materials do not include explicit instruction on reading comprehension skills at multiple levels.

The materials partially include systematic and explicit instruction in reading comprehension skills at multiple levels, as appropriate for the program’s stated purpose. For example, the “Review” section asks students to compare ideas across two texts by responding to the question, “What new information have you learned that you didn’t know before?” and provides sentence stems to support discussion. However, the materials do not include explicit educator guidance that models or teaches the comprehension strategy required to compare, analyze, or evaluate information across texts before students respond. Instead, students are prompted to answer the discussion question without instructional support such as think-alouds, modeled reasoning, or guided practice that explicitly demonstrates how to apply the comprehension skill.

Evaluation for 8.3b
Materials include opportunities for students to practice reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) with a variety of grade-level texts in alignment with the grade-level TEKS as appropriate for the program's stated purpose.

The materials provide systematic opportunities for students to practice literal, inferential, and evaluative comprehension before, during, and after reading. Throughout the lessons, students answer literal questions that identify characters, settings, events, and text features; inferential questions requiring students to draw conclusions about characters’ motivations, emotions, flashbacks, themes, and author’s purpose; and evaluative questions that ask students to justify opinions, critique characters’ decisions, evaluate the effectiveness of literary elements, and support responses with evidence from the text. For example, students analyze how Victor’s flashback influences his actions in “Rescue at Blue Canyon” and evaluate whether the flashback is an effective literary device, while “Protecting the People of the Arrow” asks students to infer character traits and evaluate character decisions throughout the narrative.

The materials provide opportunities for students to practice reading comprehension across a variety of grade-level literary and informational texts through paired-text instructional units. For example, in Advanced Biliteracy “Target Language: English” Set 6, students first read the informational text “What’s the Attraction?” to discuss safety precautions when visiting national parks, and then they read the narrative “Rescue at Blue Canyon,” where they use the “Victor’s Victory!” graphic organizer to compare Victor’s flashback with the main story. During the lesson, students answer inferential questions such as, “How is Victor’s memory of being stuck in the tree affecting him?” and, after reading, respond to the critical-thinking question, “How does the author make Victor seem like a ‘real’ character?” Similarly, in Advanced Biliteracy Set 7, students read the informational text “Protecting the People of the Arrow” before reading the narrative “Outsiders!” Students use a thoughts and feelings graphic organizer to analyze characters’ actions and motivations, respond to inferential questions such as “What does Maya think about outsiders? What does Jumi think?”, and conclude with evaluative prompts, including, “What is a believable story? Why?”