Bridge to Reading: Foundational Skills for Kindergarten: Classroom Kit, TEKS-aligned

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

The scope and sequence outline the order in which concepts should be taught by providing detailed context with regard to the skills that will be addressed within a timeframe. For example, the materials recommend teaching Unit 3 during weeks 12–20. In weeks 12–14 the materials recommend teaching the following sequence: rhyme production, isolation of final sounds, blending two phonemes, and segmenting words into two phonemes. The kindergarten scope and sequence is located in the digital curriculum. The scope and sequence acts as a road map for teachers integrating the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS), providing a detailed and structured weekly plan for phonological and phonemic awareness. For example, the scope and sequence highlights how, when, and where skills such as rhyme repetition and isolating initial sounds in weeks 1 and 2, and phonics concepts, such as print concepts in week 1 should be introduced and taught.

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)

Bridge to Reading, grade K includes a Pacing Guide with suggestions for instructional calendars of 165, 170, and 210 days. Each calendar explains how to adjust units to fit the pacing. For example, the 170 calendar is taught as is, while the 210-day calendar adds eight weeks and provides suggestions for skills to teach during those weeks. The scope and sequence guidance Pacing Guide also includes recommendations and suggested implementations for instructional calendars. Each calendar suggests how many units to teach and when to adjust instruction. For example, the 165-day calendar recommends using weeks 32–34 as review weeks, while the 210-day calendar suggests using data to increase time spent in each week by one or two days to review skills such as letter-name/sound fluency in weeks 12–20.

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.

The unit overview provides a rationale and a summary at the beginning of each grade K unit. The summary serves as a quick guide, helping educators grasp the unit's key ideas and preview upcoming lessons. The unit overview also includes “Learning Outcomes”, “Assessment Opportunities”, “Weekly Breakdown”, and “Academic Vocabulary.” For example, Unit 3 explains that students continue instruction with phonemic awareness activities focused on rhyme production, blending, segmenting, isolating phonemes, and learning that every word has a vowel. The Pacing Guide in the scope and sequence guidance provides comprehensive support, offering instructional calendars, based on a total of instructional days, of 165, 170, and 210 days. Each calendar outlines how many units to teach and when to adjust instruction, providing a reassuring structure for educators. For example, the 165-day calendar recommends teaching Units 1–5 and selecting specific weeks from Unit 6, while the 210-day calendar allows time for extended review and targeted skill instruction.

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

The grade K materials include protocols to support unit internalization by outlining phonics and phonemic awareness skills across weeks. In the Digital Curriculum, the Unit 6 overview provides a summary, learning outcomes, and a Weekly Breakdown of concepts. For example, Week 30 includes instruction on long vowels o, i, and u with CVCe words and red words such as do, he, is, was, and to. The materials include guidance to support lesson internalization by breaking down teacher and student actions across each instructional stage. For example, in Unit 6, Week 28, Day 1 of phonics, the Digital Curriculum provides a clear script for introducing the /ā/ sound using the long-vowel sound poster and Sound Wall Card (“I Do”). Teachers then guide students to identify and blend words containing the /ā/ using Word Construction Cards and finger-blending strategies (“We Do”). Finally, students complete a page from the READ Book to independently apply decoding and encoding skills (“You Do” ). This structure helps teachers internalize daily lesson flow and objectives.

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

Grade K materials offer resources to help instructional leaders support teachers in implementing the program as intended. In Bridge to Reading, grade K, “Video Learning Library” includes videos like "Administrators & Coaches: 5 Look Fors in Phonemic Awareness (PA) Instruction" and "Grade 2 RTR PA Webinar.” These appear under the Phonemic Awareness Professional Development (PD) and Implementation Support tabs. These resources provide leaders with clear look-for criteria, instilling confidence in their ability to ensure consistent phonemic awareness instruction. The materials provide guidance to help instructional leaders support teachers in implementing the program as designed. In the Bridge to Reading, grade 1, the “Video Learning Library” (On-Demand Professional Development tab) offers chapter-based videos, including "Kindergarten: On-Demand Professional Development (2025): Chapter 6: Unit 6 & Implementation Strategies." These videos outline instructional goals and clarify teacher-delivery expectations to support effective implementation of skills such as prefixes and suffixes.

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.

Bridge to Reading, grade K, the Unit 6 overview, (in the Digital Curriculum tab) provides background knowledge by outlining instructional goals for phonological awareness, phonics, fluency, and specific skill progressions. For example, Unit 6 explains that students will blend and segment words with four phonemes, manipulate medial and final phonemes, and build CV and CVCE words using previously taught concepts such as digraphs, blends, and silent e. This helps teachers understand the learning sequence and the prior knowledge students need to access current instruction. The materials guide teachers to the academic vocabulary for each unit. In Bridge to Reading, grade K, the Unit 2 Overview (in the Digital Curriculum tab) includes a “Unit 2 Academic Vocabulary” section with terms such as articulation, phonemic awareness (adding, deleting, substituting), red words, skywriting, and sound wall. These terms assist teachers in consistently and accurately introducing essential concepts throughout the unit. In the grade K Overview—All Units, the materials include a summary of each of the six units at the beginning of each unit’s breakdown. The summaries establish connections between previously learned concepts and strategies. For example, the summary for Unit 3 states, "Students continue instruction with phonemic awareness activities focused on rhyme production, blending, segmenting, and isolating phonemes. They continue to build on previous instruction to read and build CVC words with short vowels." This shows how concepts taught in Units 1 and 2 are expanded on in Unit 3.

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.

In grade K, “School-to-Home Connections” for each of the six units on the Downloadable Resources page provide strategies and activities (in English and Spanish) for families to use at home to support students' learning and development for each unit. Families can access activities and strategies that reinforce in-class learning and new learning. For example, Unit 2, Week 5 guides guardians to "Say each word pair. Ask your child to repeat each pair and give a thumbs up if they rhyme. Mine, line, woke, soak, life, lid."

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).

In grade K daily lessons, the first slide of each lesson lists the Texas Essential Knowledge and Skills (TEKS) taught in that day’s lesson. The daily objectives align with the content and language standards, with a strong focus on student needs. For example, on Week 12, Day 1 (Phonemic Awareness Lesson), educators receive a script for guiding students with rhyming practice tasks. On Slide 2, the teacher prompt reads: "We have listened for rhyming words, and now we will produce or say a rhyming word. I will say a silly or nonsense word, and you will tell me the real word that rhymes with it." This student-centered approach ensures that lessons are engaging and effective. Teachers also receive a list of nonsense and real words that rhyme. This aligns with the TEKS listed on the first slide: English Language Arts and Reading K.2.A.(i). The student is expected to demonstrate phonological awareness by identifying words.

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.

In grade K, the Unit 2, Week 3, Day 1 Lesson overview lists teacher-facing resource materials necessary to deliver the lesson: Alphabet Bridge, Alphabet Song, M Sound Poster, Sound Wall Card /m/, and Corrective Feedback Guide. These teacher-facing resources are used throughout instruction. Alphabet Bridge and Alphabet Song are used during "Jump In" to lead students in identifying letters, and the M Sound Poster and Sound Wall Card /m/ are used in the "I Do" and "Collaborative Oracy" to model articulation and phoneme recognition. The grade K materials provide comprehensive support, including an Instructional Time Guide and guidance on managing instructional time in skills lessons. The Instructional Time guides support balanced coverage of instructional time and ensure consistency with the featured lesson pacing. While materials are readily available for students and adults, a culture of time on task is transferred into the classroom, and students are learning a life skill that centers around classroom etiquette. As a result of time on task, the teacher facilitates and delivers seamless instruction that flows from one lesson component to the next. For example, after smoothly transitioning from a group activity, the class quietly and quickly shifts to individual work, or from a reading session to a hands-on learning activity.

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

Grade K Unit 1, Week 2 materials provide additional extended practice through the "School-to-Home Connection" section. The activity directs families to help students identify the consonants and vowels in their name, circle the consonants in blue, and underline the vowels in red. This supports phonics instruction by offering structured reinforcement at home. In Foundational Skills (Digital Curriculum tab in the Downloadable Resources, “School-to-Home Connection”), a parent letter can be sent home each week for homework. In Unit 2, Week 3 in the Bridge to Learning, grade K “At Home” sections, parents can practice using the sentences to practice producing and isolating the sounds /m/, /s/, and /ă/. The material includes an explanation, area to practice, and visuals. Grade K materials, the Getting Started guide includes an explanation of "Expand" for each daily lesson." The “Expand” is a suggestion for extending the lesson further for children who are ready for the next step." A variety of assessments, including diagnostic, formative, and summative, are provided to assess mastery and inform instruction.

Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

In Bridge to Reading, grade K, the Digital Curriculum tab includes Unit assessments for Units 3–6, which serve as summative evaluations that measure student progress on specific learning objectives and skills for each unit. Teachers use the assessment results, which may include oral and written responses, to guide instructional planning, intervention, and differentiation. Students participate in various assessments, including formative (“I Do”, “We Do”, “You Do”) and summative tasks found in the READ Book. These assessment tasks give students opportunities to respond orally and in writing. For example, in Unit 2, Week 9, Day 4, students name pictures in the READ Book and circle the images that start with the /w/ sound. Teachers use observation tools such as the Class Observation Sheet and Word Analysis Table. These tools help to monitor student performance during daily instruction and assessments. These tools also help to gather data on decoding, spelling, letter-sound recognition, and red word reading in real time. The data collected helps to support teachers and inform them as they make decisions when making adjustments to instruction to meet the needs of students. Students engage in various tasks, including oral reading, handwriting, and spelling, with teacher support, while teachers document student responses and identify patterns in their work. The kindergarten materials include formative mid-unit checks that assess a variety of skills from different lessons. Each week, teachers use progress monitoring tools in the READ Book, labeled as a Weekly Check on Day 5. These Weekly Checks evaluate a broad range of skills, such as sound spelling patterns and red words from the weekly lessons. Teachers administer these checks to the entire class. As students encode, they must demonstrate their ability to apply their knowledge of letter-sound relationships. For example, in the READ Book, Unit 4: Week 24, students orally read words to the teacher and write down the words the teacher provides orally during a one-on-one session. Grade K materials include a diagnostic instructional assessment that is administered three times each school year at BOY, MOY, and EOY. These assessments are called Letter Sounds and Names Assessment. This assessment is recommended for use during Weeks 1–4, Weeks 10–12, and Weeks 20–23, and is mentioned in Week 4, Day 1, Slide 6, along with the Alphabet Knowledge Guidance & Resources for teacher use before and after administering this assessment. Grade K materials feature formative mid-unit checks that assess a combination of skills from various lessons. Each week, progress monitoring tools in the READ Book are identified as a Weekly Check on the Day 5. These checks evaluate a blend of skills from the group of weekly lessons. For example, the READ Book in Unit 4: Week 24, where students are required to orally read words to the teacher and write words provided orally by the teacher in a one-on-one setting. Unit 3 Assessment (“Assessment Overview”, “Whole Group”, and “Individual Word Reading” sections) integrates diagnostic elements into the “Decoding” section, where students respond to multiple-choice items that include nonsense words. The Word Reading task serves as another form of diagnostic assessment, providing insight into students' application of phonics knowledge in an oral reading context. Summative components are present throughout the assessment, including dictation of words like me, duck, and fox, as well as sentence writing and recognition of red words. The tasks for both types of assessments vary from oral reading and circling answers to writing independently, with question types including multiple-choice, fill-in-the-blank, and open response.

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

The Bridge to Reading, grade K “Assessments” document outlines the purposes of several assessments, including Weekly Checks, Phonics Assessments, Red Word Assessments, Letter Names and Sound Assessments, and Phonemic Awareness Assessments. It recommends that teachers administer the Weekly Checks to the entire class on Day 5 of instruction. During this quick formative assessment, students demonstrate their ability to apply phonemic awareness and phonics knowledge to spell words using sound-spelling relationships and the Red Words taught during the week. The Weekly Check Scoring Guidelines provide teachers with a scoring breakdown and guidance on how to use the data to develop small groups for intervention. Teachers also administer Reading Benchmarks twice a year, which differ from Weekly Checks. Leading up to the Benchmark, teachers explicitly teach some skills, while they have not yet taught others; however, all skills will be taught by the end of the year. Like Weekly Checks, Benchmark data serves as baseline information that helps teachers plan, instruct, and implement interventions. Bridge to Reading, grade K defines Unit Assessments as evaluations, and/or summative assessments that measure student performance on a specific and targeted skill within a unit, or window of time. Unit assessments are administered four times per year in kindergarten at the close of each unit. Each Unit Assessment consists of a “Whole Group Encoding and Decoding” section followed by a reading component. Bridge to Reading, grade K suggests that students will be evaluated on their knowledge and application of phonics concepts and Red Words evaluations. The assessment covers targeted and specific skills explicitly taught over the course of the unit. The intended purpose of the evaluation is to assess mastery, track student growth and progress in those target areas. The data collected informs the planning, instruction, and intervention. The materials include the definition of summative assessments and their purpose of evaluating learning, skill acquisition, and achievement. For example, in Assessments, Red Words Assessments, Red Words Assessment Guidance, teachers are provided key research and contributions that have helped to shape the Red Word BOY, MOY, and EOY assessments. The Assessment Flow Chart includes detailed descriptions about the purpose of each available assessment. The FlowChart offers the teacher guidance on assessment type, purpose, administration method, frequency, and the specific grade level that the assessment is needed for. For example, Letter Sounds and Names benchmark assess the ability to recognize and associate both the names and sounds of letters in the alphabet.

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

Grade K curriculum materials include examples of how to give extra time to students who have not yet mastered the content. For example, Week 5, Day 4, Slide 4: Corrective Feedback recommends that if a student reads or misspells a red word, the teacher should use the “Working with Red Words” resource for students who are reading or misspelling the red words. This recommendation is provided for the teacher to use with their formative, informal observations during the day's whole-group lesson. In Unit 3, teachers can reference the "Teacher Administration Page" and the "Assessment Overview" to ensure consistent administration of instructional assessments. These materials include step-by-step instructions and sample scripts for delivering both decoding and encoding tasks during the whole group paper-based assessment. For example, teachers are prompted to say, "Read all three words next to number ___" and "Circle the word ___," which standardizes the delivery of each item. The assessments also include practice opportunities with scripted models so all students receive the same instructions before formal testing begins. This guidance supports consistent implementation across classrooms. In Bridge to Reading, grade K, Unit 3, materials support accurate administration by providing detailed timing guidelines and clear task expectations. Teachers are instructed to allow 12–15 seconds for multiple-choice decoding and up to 15 seconds for encoding tasks. This time allotment provides students with sufficient time to process and respond. The "Assessment Materials" list outlines teacher and student test materials. Test materials identified are items such as student pages, class observation forms, and guidance sheets. These documents help teachers follow a consistent process, reducing variation in administration and support the valid data collection that will align with the purpose of each assessment. Bridge to Reading, grade K Materials follow a script for the Digital MOY Encoding Assessment that includes examples and non-examples of student responses. Another assessment used is the phonemic awareness benchmark assessment. This assessment measures a student's ability to isolate, blend, segment, and manipulate sounds in spoken words. A teacher administers this assessment individually to each student. They conduct the assessment three times a year, starting when the student enters grade 2, or has reached a grade 2 level in their skills. By administering the assessment consistently, teachers ensure that all students receive the same instructions and testing environment, which leads to more reliable and comparable results. This reliability is essential for providing every student with an equal opportunity to demonstrate their knowledge and skills without bias or inconsistency. The Bridge to Reading, grade K Digital Curriculum offers a “Unit Overviews” section. This section includes assessment opportunities and teacher guidance to ensure consistent and accurate administration of instructional assessments. For example, the Unit 3 Overview shows the assessment for the unit as Weekly Checks. In Weeks 17–19, educators can administer students Phonemic Awareness Form B, and Week 20, educators can administer students a Unit Assessment and Word Reading Assessment. These assessments include teacher guided scripts that include explicit directions that detail teacher actions such as what to say and what materials are required.

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

Grade K materials provide various formative and summative assessments that are aligned to the TEKS and objectives of the course, unit, and lesson. The Weekly Checks are formative assessments that are designed to assess sound spelling patterns and red words. The Weekly Checks are lesson level formative assessments that are administered as a whole group. Each Weekly Check specifies focus skills and standards in the "TEKS ELA Alignment" column, allowing teachers to monitor ongoing progress in phonemic awareness and phonics skills. Each week, progress monitoring tools in the READ Book are noted as Weekly Checks on Day 5. These checks for understanding assess a combination of skills from the weekly lessons that are explicitly taught. For example, the READ Book in Unit 4: Week 24 assessments have two parts: “Read Words” and “Spell Words.” Two to four pairs of words are provided, and the student reads each word pair. The educator dictates, "Circle the word __." The words to read and spell match the phonics concept and the Red Words taught that week. The next portion of the Weekly Check is spelling words. In this portion of the Weekly Check, the teacher dictates CVC words and new Red Words taught, and children spell the words. Weekly Check results are provided in the scoring guidance. Grade K materials include Summative Unit Assessments aligned with the TEKS, providing teachers with a clear view of student progress toward learning objectives. These assessments help educators identify strengths and areas needing improvement, enabling them to adjust instruction accordingly. The materials also offer guidance on TEKS and ELA alignment. For example, the Unit 3 Summative Assessment features a table outlining assessed components, item counts, selected words, and TEKS Alignment. In this unit, students decode words such as pack, jog, bid, and quiz, which align with TEKS K.2.B.(ii) (demonstrates phonetic knowledge by matching the common sounds that letters make). The summative assessment, aligned to the TEKS and the objectives of the unit, provides a clear picture for the learning trajectory of students. The kindergarten Diagnostic Assessments tools such as the Unit 5 Benchmark are aligned to the TEKS and Unit Objectives, including tasks like decoding and encoding CVC pattern words TEKS K.2.B.i (identifying the common sounds that letters make, and reading red words such as where and like TEKS K.2.B.(iv) (apply phonetic phonetic knowledge by matching the common sounds that letters represent). The assessment table in the Unit 5 Assessment Overview clearly links each task to its corresponding TEKS under the TEKS and ELA Alignment column. These components measure foundational skills to inform targeted support. In Bridge to Reading, grade K, Summative Assessments are aligned to the Unit 5 Benchmark, which includes skills such as decoding and encoding tasks. These tasks from the Benchmark are connected to TEKS K.2.B.(i) (decoding and encoding CVC patterns), K.2.C.(i) (phonics), and K.2.B.iv (red word recognition). These tasks are listed with corresponding TEKS in the Unit 5 Assessment tables, ensuring that final assessments reflect instructional goals and student mastery of phonics and word reading skills.

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

K.2B.(ii) grade K materials encompass various levels that measure student understanding across different levels of books in the Heggerty Library of decodable books. An example is the “Think About Your Reading” comprehension questions at the back of the book, “Tap, Tap, Tap” (Week 13) from grade K, Heggerty Library, Heggerty Decodable Books, Kindergarten, Series 2. The teacher is provided with a series of TEKS-aligned comprehension questions beginning with one that students should easily answer from memory, followed by one that requires them to refer back to the text, and concluding with a question that cannot be found in the text but requires the student to infer using examples from the book. The Bridge to Reading, grade K, Unit 5 Benchmark includes assessment tasks that address at least two levels of complexity. For example, in Part 1, students identify words like clock, grass, and stem from a group of three visually similar choices and complete encoding tasks such as spelling the word truck based on dictated sounds. These varied items assess both word recognition and spelling ability aligned with TEKS K.2B.ii (decode words with CVC patterns), K.2C.i, and K.2C.ii (encode words with VC, and CVC patterns). Another example from Unit 5 Benchmark includes tasks that further increase in complexity. Students respond to oral prompts by circling words spelling dictated patterns and red words, such as like, how, and one. Students write dictated sentences such as, "Just grab the best black sleds." These assessment components progress from simple word selection to spelling and sentence generation, requiring higher levels of application and cognitive skill. This range of tasks align with TEKS K.2B.ii (decode words with CVC patterns), K.2B.iv (identify and read at least 25 high frequency words) K.2C.i, K.2C.ii, and K.2C.iii (encode words with VC, CVC, CCVC patterns).

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

Grade K “Scoring Guidelines for Weekly Checks”, Weeks 3–11, document provides guidance for interpreting student performance. The table specifies next instructional steps for teachers after they give the assessment. For example, if a student only identifies one initial sound picture correctly, the teacher can use the sound wall cards or ABC cards. Materials in the Unit 5 Assessment download provides guidance for interpreting student performance. The “Instructional Guidance Sheet: Encoding” guides teachers for next steps for children who perform below expectations when encoding words with previously taught concepts. For example, the materials suggest handwriting practice with tracing or lined paper if a student is struggling with reversals. The grade K materials include assessment guidance to help teachers interpret student performance through Weekly Checks administered during Weeks 12–24. For example, the scoring guidelines suggest next steps based on how many CVC or red words a student reads or spells correctly. If a child spells 1–2 out of six words, teachers are directed to reteach using ABC cards, Sound Wall cards, and “Boost” activities. The structured next steps help guide reteaching decisions and group placement. Another assessment type includes a Texas Letter Sounds & Letter Names Assessment. This download provides the instructor with specific guidance on appropriate prompts when a student hesitates or gives an incorrect answer. For example, if a child provides a letter name instead of the letter's sound, the teacher could say, "That is the letter name; can you tell me what sound the letter stands for?" Analysis of assessments can reveal patterns in students' misconceptions; this data can help drive instruction. Educators can access assessment reports through the digital dashboard. After accessing the “Reports” section, they should navigate to View Reports. The generated materials provide Digital Assessment Reports that educators use to analyze and interpret data. The charts and graphs created from the Assessment Report help facilitate data analysis and discussions, allowing educators to identify patterns in student misconceptions, trends in student responses, and perform item analysis on specific skills. This assessment analysis also highlights the Texas Essential Knowledge and Skills (TEKS) standards that students who need to make progress should address through whole-group, small-group, or individualized intervention methods. These materials demonstrate student mastery and proficiency over time, providing educators with access to assessment reports via the digital dashboard. This enables them to interpret and analyze data trends, determining the next steps for adjusting instruction. Grade K materials include scoring rubrics that help teachers interpret specific performance patterns. Teachers can analyze whether students read 1–2 or 3 out of four words correctly and use the suggested supports, such as using Elkonin boxes, Spell Tabs, and decodable texts. This level of detail in the scoring guidelines supports decisions about instructional grouping and reteaching phonics patterns.

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

The grade K “Scoring Guidelines for Weekly Checks: Using Assessment to Inform Instruction and Scoring Guidelines” document provides guidance for interpreting student performance. It states if a student spells all six words correctly, teachers should consider using the “Expand” activities during small group work. Another example of where materials provide teachers with information on how to use assessment data to guide whole group and small group instruction. The scoring guidelines for the Weekly Checks gives "Next Steps and Guidance for Instruction" that varies depending on the student's level of mastery of initial sound pictures. For example, grade K materials include Differentiated Instruction in each daily lesson. The lessons include suggestions to "Boost" (intervention) or "Expand" (extension) student understanding with additional activities that can be practiced within small groups or independent instruction. The materials from the grade K Unit 5 Assessment Download provides guidance for interpreting student performance. The “Instructional Guidance Sheet: Decoding” includes a table that guides teachers on next steps for children who perform below expectations when decoding words with previously taught concepts. For example, if a student makes omissions or additions, teachers can reinforce with phoneme isolation, phoneme blending, and phoneme-grapheme mapping. Grade K materials include instructional guidance for tasks and activities to target various skills, determined by assessment data. For example, the teacher follows a chart in the “Phonemic Awareness Assessments Corrective Feedback Guide” to work with students based on specific assessment results such as the error of rhyme recognition. The materials guide the teacher with two tasks that are appropriate to help students with rhyming recognition, using a visual representation of two colored boxes for onset and rhyme, and drawing attention to the features of their mouth as they say the words. Grade K materials include guidance that support the teacher in using assessment results to support purposeful planning of tasks and activities for the appropriate grade level or course. For example, the Digital Curriculum, Assessments, Unit Assessments, Unit 3 Assessment, includes a table that provides the teacher with guidance for students who need additional support with blending sounds smoothly. The educator is provided two options for tasks or activities that could be performed whole group, small group, or with the individual student as needed. Those tasks are "Phoneme Blending: Blend phonemes with target skills in deficit. → Use multisensory tools (chips, tiles, dot stampers) or finger blending/tapping to represent phonemes. Continuous Blending: Engage in drills to support children in connecting phonemes to blend and read words →/m/ →/mă/ →/măp/." Kindergarten materials provide guidance for using assessment trends to inform instruction. Teachers can reference Weekly Check results to determine which students need reteaching on phonemic awareness, such as identifying initial sounds or spelling Red Words. Instructional suggestions such as using the Sound Wall, Elkonin boxes, and the chopping hand motion help target observed gaps. Bridge to Reading, grade K materials include next-step guidance based on students' Weekly Check performance. For example, children who misspell red words are retaught using the Teacher and Student Red Word Cards, while those demonstrating mastery are moved into “Expand” activities.

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.

Grade K materials within the Scoring Guidelines include a Student Tracking Sheet available for the Weekly Check, Student Tracking Sheet for students. Students track their own progress by coloring in the amount of smiley faces or stars that correspond with the expectations of their Weekly Check. Teachers can also use Class Recording Sheets to track student progress and growth data. Teachers access downloadable charts, editable charts, in the Weekly Check tab. They record assessment data and track class progress on taught skills and red words. Using the gathered data, teachers can monitor student progress and growth, enabling timely interventions, and instructional adjustments. Teachers can use the Weekly Check Class Recording Sheets to document each student's mastery of phoneme isolation, word reading, and dictated spelling tasks weekly. These sheets include columns for entering scores and noting observations and next steps, supporting teachers in analyzing the data, then identifying trends, and finally adjusting instruction to meet the needs of the student, which may lead to small group intervention. The materials for grade K include tools students can use to track their own progress and growth. Students use data trackers by coloring smiley faces and stars to represent accuracy on sound and spelling tasks from their Weekly Checks. In another example in Unit 2, students mark progress by tracking red word spelling and sound identification across weeks. Specific skill growth can even be tracked over the semester or the entire year on spelling words and dictated sentences. Tracking progress helps students take ownership of their learning journey through personal goal setting, leading to greater engagement, and a more active role in their education. The materials include Weekly Checks Class Recording Sheets, included in grade K materials. Each week, starting in Week 3, students complete a word check. Teachers may use the recording sheet to track assessment data and class progress with skills such as initial phoneme isolation and Red Words. The Weekly Check Student Tracking Sheet is included within the grade K materials, and is a resource that allows students to track their own progress and growth on specific skills throughout the year, such as spelling words and dictated sentences.

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.

Grade K materials include embedded guidance through the “Corrective Feedback Guide”, “Supporting Diverse Learners” document, and “Teacher Edition.” These resources provide explicit instructional prompts, modeling strategies, and scaffolds such as hand motions (“Punch it Out") and sound-symbol mapping for teachers to use during whole-group and small-group instruction when students struggle with phonemic awareness skills. Students engage in targeted intervention activities using Elkonin boxes with chips or tiles, interactive blending boards, and oral repetition tasks. These hands-on, multisensory routines help students practice isolating, segmenting, and blending sounds during reteach and small-group time. The Teacher Edition features scaffolded "Boost" lessons that follow a gradual release model (“I Do”, “We Do”, “You Do”). These lessons are paired with core instruction and allow teachers to adapt or extend learning for students based on real-time formative data and observed needs.

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)

Grade K materials embed vocabulary instruction through pre-teaching strategies, visual tools like Sound Wall Cards and Red Word Cards, and multisensory routines such as Elkonin boxes and Unifix cubes. Teachers guide students in using new vocabulary in context, such as in sentence games and model segmenting, and spelling to build academic language. The materials support understanding of unfamiliar references using sentence frames, picture cues, and scaffolded modeling. Story Posters, Sound Wall Cards, and teacher-led discussions help students access and comprehend unfamiliar academic terms and concepts introduced in shared texts.

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.

Grade K materials provide Differentiated Instruction for proficient students through tasks that allow for flexible pacing, small-group adjustments, and advanced questioning. For example, based on assessment data, teachers can group students for targeted extension tasks such as labeling drawings using letter-sound knowledge, or analyzing author's purpose and applying it in writing activities. Enrichment opportunities are embedded throughout lessons via "Expand" tasks and independent challenges. Students who demonstrate proficiency may draw and label objects using invented spelling, engage in sentence dictation and word counting, or create multisensory writing extensions that deepen phonemic and handwriting skills.

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.

Bridge to Reading, grade K, Week 1, Day 1, Differentiated Instruction includes explicit teacher prompts that support modeling and explaining the concepts to be learned. For example, the materials instruct teachers to "write their name on a sentence strip and tape it to the top of their desk," and "have the child trace the letters with the pointer finger of their dominant hand." Additional prompts, such as "use multisensory options to practice correct handwriting formation," provide clear, direct modeling steps that guide the teacher in delivering the task. Grade K materials include a learning library that features videos for each lesson across the entire curriculum. These videos provide modeling for the benefit of both teachers and students. For example, in Week 11, Day 3, the video demonstrates how to blend sounds using a dry-erase board and mapping. The Grade K learning library contains Skill Tutorial videos. These videos instruct teachers how to apply different curriculum components and strategies, like the finger-blending technique and Sound Wall cards. Week 1, Day 1 materials include guidance that supports the teacher in explaining and modeling early writing concepts. Teachers are encouraged to use "yellow markers or highlighters" for tracing, and the lesson provides examples of instructional tools, such as the words sandpaper or shaving cream, for multisensory name writing. These supports help teachers structure instruction and anticipate student responses during handwriting instruction.

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

Grade K lessons integrate at least two instructional approaches, including direct teaching, guided practice, and independent application. For example, in Week 3, Day 3, the "I Do”, “We Do”, “You Do" model incorporates teacher modeling, oral word generation, skywriting, and written tasks in the READ Book to support student learning. The materials embed multiple instructional strategies—visual (Sound Wall Cards, Sound Posters), oral (phoneme repetition, multilingual prompts), kinesthetic (skywriting, finger-blending), and written (tracing, sentence writing). Lessons like Week 3, Day 3, and Week 7, Day 3 blend these approaches through scaffolded routines and differentiated instruction, allowing teachers to address varied student needs using multisensory methods.

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.

Grade K materials encompass guided, independent, and collaborative activities, following the “I Do”, “We Do”, “You Do” model. After instruction, students practice together and alone. For example, on Week 16, Day 2, students build words using word construction cards and then practice in the READ Book. The grade K Digital Curriculum offers professional development videos to support implementation. For example, the video library includes details about the decodable texts and how to use the daily lesson videos. Week 3, Day 3 materials guide teachers on when and how to use student practice. In the "We Do," scripted questions prompt teachers to help students identify consonants, vowels, and word patterns while building words. Differentiated Instruction offers prompts and strategies for decoding and spelling, tailored to individual needs. In Week 3, Day 3 materials, structured routines are embedded to support whole-group, small-group, and independent work. The "I Do" involves teacher modeling word building with decoding routines. The "We Do" offers shared word reading and blending using tactile tools. In "You Do," students complete independent tasks in the READ Book, applying sound-spelling correspondence from that day's instruction.

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.

Grade K materials provide support for progressing students from basic to academic language using sentence stems, picture cues, and modeling. For example, teachers prompt oral responses like, "Which card shows the /m/ sound?" and guide repetition of academic vocabulary and phonics terms using Sound Wall Cards and real-world connections. Multilingual Learner Connections in weekly Day 3 lessons support language development across multiple proficiency levels. Activities include story retelling using sound posters, vocabulary-based sentence building, and home language connections. Materials like the “Getting Started” document and Differentiated Instruction sections equip teachers to scaffold instruction and expand students' academic vocabulary and oral language skills over time.

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

Grade K materials provide embedded guidance for effective implementation through plans with specific language objectives, video demonstrations highlighting effective instructional strategies, and interactive teacher guides with practical tips for scaffolding content and language development. Grade K materials include implementation guidance to support teachers' resources in the Video Learning Library. The video titled “Phonemic Awareness: Supporting English Language Learners” guides teachers on the principles and essentials of language acquisition in the phonics block. The resource also explains how routines support learning in the phonics block as well. These videos provide teachers with clear implementation strategies to effectively support Emergent Bilingual students in bilingual and ESL programs. Day 3 of each week of instruction in grade K materials gradually introduces more academic language to support multilingual learners' proficiency levels. For example, on Week 3, Day 3, students highlight vowel pairs at the beginner and intermediate levels. For the intermediate and advanced levels, students share a written response to the story they just read.

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.

Grade K Phonics Day 3 Differentiated Instruction slide includes a Multilingual Learner Connection for educators. For example, during Week 22, Day 3, students use the Read Book to complete a close reading activity that builds vocabulary while practicing the phonics skill for the week. Grade K materials offer opportunities for students to build academic vocabulary through written discourse in Week 3, Day 3. During the "Dictation and Sentence Writing" activity, students respond to the prompt, "Write about what Gus can do." This activity not only reminds and encourages students to use important vocabulary from the lesson but also helps them practice applying previously introduced words in their writing, thereby strengthening the use of academic vocabulary in context. Bridge to Reading, grade K materials develop academic vocabulary through oral discussions in Week 3, Day 3. During "Read Aloud: Vocabulary Word Play," students discuss the target words dash, whistle, and sniff as used in Gus Sits. Teachers encourage students to use these words in sentences and discuss their meanings with a partner. The materials lack consistent embedded guidance for making cross-linguistic connections across the curriculum. The few opportunities that reference a student's native language (e.g., encouraging responses in English and the home language) are isolated and not integrated into a broader cross-linguistic approach. As a result, the materials miss opportunities to fully support cross-linguistic transfer in both oral and written discourse.

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.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

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

The grade K curriculum introduces foundational skills and gradually builds toward more complex phonics concepts through a systematic and sequenced approach. In Unit 1, teachers begin by introducing the alphabet, then teach letter names, letter sounds, and high-frequency words. Students then progress to reading and writing CVC words, learning digraphs and blends, and eventually working with CVCe and long vowel words. During Weeks one and two, students locate and recognize uppercase and lowercase vowels and consonants in their environment. In Unit two Weeks 3–11, students articulate letter sounds, such as /m/, and identify words that begin with these sounds. From Weeks 12–27, instruction shifts to decoding digraphs, consonant blends, and multisyllabic words. By Weeks 28–34, students learn long vowels, apply CVCe patterns, blend and segment four-phoneme words, and practice phoneme substitution. Each unit intentionally builds upon the last to support skill development in a clear, cumulative progression. The Unit 1 Overview, Weeks 1–2, suggests specific instruction on letter identification and high frequency words. The Target Skill involves articulating letter /m/ sound and recognizing words that start with the sound. Teachers model expectations with explicit and direct instruction. The material suggests that the teacher display the Alphabet Bridge, which acts as a visual aid while singing. This Gradual Release of Responsibility serves as a structured sequence that builds phonics skills cumulatively across units, allowing students to revisit and master previously taught sounds. As a result, students will continually apply phonics knowledge with increasing fluency and confidence in reading and writing as they receive consistent, scaffold instruction from the curriculum that strengthens their decoding and spelling over time. Bridge to Reading, grade K recommends students practice decoding and encoding by segmenting, blending, and manipulating sounds in words. The sequence supports mastery of letter-sound correspondence before moving into more complex phonics patterns. The material suggests that Week 6 focuses on the sounds /k/, /p/, and /d/, and Week 7 introduces /g/, /k/, /ŏ/, and /ō/ allowing students to build on prior knowledge through repeated, structured practice. Each lesson follows a clear and direct sequence, beginning with a scripted objective designed to engage students. For example, on Week 18, Day 1, the teacher teaches the prefix over- using the word overflow to show how prefixes and suffixes alter meanings. This consistent modeling and structure across lessons create a predictable framework that supports student success in learning phonics.

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.

Grade K teacher materials introduce each lesson with a predictable routine, allowing students to apply their phonics knowledge with increasing fluency. As teachers scaffold instruction, students strengthen their decoding and spelling skills, enhancing their overall performance. For example, on Week 5, Day 1, the lesson begins with "Jump in" and then transitions through the scripted phases of the lesson: "I Do" (Teacher Modeling), "We Do" (Teacher-Guided Practice), and "You Do" (Student Independent Practice). This Gradual Release of Responsibility, facilitated by the teacher, supports a systematic and sequenced approach to phonics instruction. Phonics Week 16, Day 2, "I Do" materials include explicit guided instruction. The teacher says, "Today we will learn about the consonant letter Gg. We will practice pronouncing the sounds for the letter Gg. Today we will focus on the hard sound and the soft sound for /g/. We will put this sound together with other sounds to build words. Here is the letter Gg on the Alphabet Bridge." The teacher then displays a sound wall and letter card and models how to trace the letter Gg while explaining the steps." The "I do," which is also referred to as teacher modeling, is important because the "I Do" provides students with a clear and accurate demonstration of the skill that they are learning. The curriculum provides daily opportunities in the Phonics, Phonemic Awareness, READ books, and Decodable Readers, that include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills. The Week 18, Day 1 Lesson provides explicit (direct) intentional phonics instruction and ongoing practice opportunities for phonics (sound-symbol correspondence.) For example, in Week 18, Day 1, the students use word construction cards to build words. The corrective feedback states, "If children have difficulty accurately identifying words that start with the targeted sounds on the Sound Posters, point to the objects on the posters and ask children to provide the name. The Week 21, Day 1 lesson provides explicit (direct) and intentional phonics ongoing practice opportunities for phonics (sound-symbol correspondence. The materials suggest that the teacher introduced the spelling rules target concept of spelling rules for words ending in /f/, /l/, /s/, or /z/. Using the Gradual Release Model of Responsibility the teacher presented students with "I Do," We Do," and "You Do." This structured, ongoing approach supports mastery, retention and confidence in phonics skills, helping to close gaps and reinforce literacy development.

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

Grade K materials introduce each lesson with a predictable routine, allowing students to apply their phonics knowledge with increasing fluency. As teachers scaffold instruction, students strengthen their decoding and spelling skills, enhancing their overall performance. For example, on Week 5, Day 1, the lesson begins with "Jump in," and then transitions through the scripted phases of the lesson: "I Do" (Teacher Modeling), "We Do" (Teacher-Guided Practice), and "You Do" (Student Independent Practice). This Gradual Release of Responsibility, facilitated by the teacher, supports a systematic and sequenced approach to phonics instruction. The curriculum provides explicit phonics instruction through a structured approach that includes teacher modeling. Each daily lesson follows a structured progression that includes the "I Do," "We Do," and "You Do," allowing for modeling, guided practice, and independent practice. During Week 18, the focus is on the consonant Ww and vowel Ee. During instruction, the curriculum recommends the teacher use resources such as the Alphabet Bridge, Sound Wall Cards, and Letter Cards to emphasize the letters. Student engagement in activities require them to pronounce sounds, blend them to form new words, and write Ww and Ee. The explicit and direct phonics instruction with the teacher modeling enhances students' understanding and reduces confusion. The grade K phonics lessons include a predictable routine, allowing students to apply their phonics knowledge with increasing fluency. As teachers scaffold instruction, students strengthen their decoding and spelling skills, enhancing their overall performance. For example, on Week 5, Day 1, the lesson begins with "Jump in," and then transitions through the scripted phases of the lesson: "I Do" (Teacher Modeling), "We Do" (Teacher-Guided Practice), and "You Do" (Student Independent Practice). This Gradual Release of Responsibility, facilitated by the teacher, supports a systematic and sequenced approach to phonics instruction, reducing ambiguity and enhancing understanding. Grade K materials include daily whole-group lessons in the "Jump In" component of the lesson, which offers teacher-guided explicit (direct) phonics instruction with teacher modeling. The teacher guidance located within the same pages as the "Jump In" phonics lessons provides daily scripts. For example, each activity for Week 8, Day 2 includes articulating activities for the /r/ sound, identifying words that begin with the /r/ sound, and reading and spelling high-frequency words. The instructional modeling follows a predictable pattern across lessons, helping students internalize phonics routines over time.

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

The grade K materials include phonics lessons that follow a predictable routine, enabling students to apply their phonics knowledge with increasing fluency. Teachers scaffold instruction effectively, helping students strengthen their decoding and spelling skills, ultimately enhancing their overall performance. For example, on Week 5, Day 1, the lesson kicks off with "Jump in," transitioning through the scripted phases: "I Do" for Teacher Modeling, "We Do" for Teacher-Guided Practice, and "You Do" for Student Independent Practice. This Gradual Release of Responsibility, which teachers facilitate, supports a systematic approach to phonics instruction, reducing ambiguity and enhancing understanding. The curriculum provides explicit phonics instruction through a structured sequence that includes teacher modeling. Each daily lesson follows a clear progression, where teachers model, guide practice, and encourage independent work. For example, in Week 18, the focus centers on the consonant Ww and the vowel Ee. Teachers utilize resources like the Alphabet Bridge, Sound Wall Cards, and Letter Cards to emphasize these letters. Students engage in activities that require them to pronounce sounds, blend them to form new words, and practice writing Ww and Ee. This explicit instruction, combined with modeling, significantly enhances students' understanding and minimizes confusion. Grade K materials feature daily whole-group lessons in the "Jump In" component, which offers teacher-guided explicit phonics instruction with clear guidance. Each day's instructional script, located alongside the phonics lessons, outlines specific activities. For example, on Week 8, Day 2, students articulate activities for the /r/ sound, identify words beginning with /r/, and read and spell high-frequency words. This consistent instructional modeling across lessons helps students internalize phonics routines over time, further solidifying their skills.

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

In grade K, during Unit 2, week 2, the teacher engages students in collaborative learning by introducing the /m/ sound. The material includes a script that suggests the teacher leads a discussion, saying, "Listen to the /m/ sound: /mmm/. One word from our Sound Story that begins with /m/ is 'moon'." As the teacher points to the picture of the moon on the sound poster, the materials suggest that students work together to identify other words from the story or pictures around them that also start with the /m/ sound. For example, responses that the students share might include max, milk, and mop. Next, the material advises that the teacher display the back of the Sound Poster and model the uppercase M and lowercase m, emphasizing how both letters represent the /m/ sound. The material suggests that together, the students and teacher skywrite each letter, tracing it in the air while the teacher explains each stroke. Following this, the materials encourage students to take turns skywriting both letters, fostering a spirit of collaboration and independent practice. In closing, the material suggests that the teacher prompts students by asking, "Can you think of other words that start with the /m/ sound?" The teacher follows up with offering students the opportunity to generate their own words. Subsequently, students engage in practice where they write the uppercase and lowercase Mm independently. Opportunities to practice help to solidify their understanding of the letter /m/ sound-letter correspondence through active participation and personal exploration. Ultimately, the curriculum ensures a direct and explicit framework for instruction while ensuring consistency and development of skills. In grade K, the decodable text primarily consists of a cumulative review of taught phonics skills and high-frequency words. For example, by the end of Unit 3, all children should have acquired knowledge of sound-spelling relationships for VC and CVC short vowel words with ending -s and previously learned red words, enabling students to read “The Big Red Hat” and “Can It Dig?” The materials suggest that the instruction can take place in small groups or through independent reading.

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

Grade K materials include regular review lessons at the beginning of each lesson. Intentional cumulative phonics review and practice help connect previously learned skills to new ones, thereby assisting students in mastering the concept. The "Jump In" component in the lesson facilitates a phonics review of previously taught material. For example, Week 14, Day 4, "Jump In," the material suggests that the teacher's script will state, "We will review the sounds that we have learned. I am going to show a Sound Wall Card, say the sound, and name the picture. You will repeat the sound and word back to me." Show Sound Wall Card /m/ and say, "/m/, map." The children repeat. In grade K, the lessons use consistent routines to introduce and review phonics skills that include different modalities. For example, students learn to use the Finger Blending Strategies to blend phonemes into words. For example, Week 14, Day 1 material suggests that the teacher, "​​Guide students in blending each sound, /ĭ/ /t/, using the Finger-Blending Strategy." The material recommends that the students use the same manipulation routine that students have been using throughout the phonics program for phonemic awareness and phonics activities.

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

Bridge to Reading, grade 1, Week 27, Day 1 materials include phonics practice opportunities that focus on previously taught lessons that focus on consonant blends /br/ and /cr/. The materials suggest the use of Sound Wall Cards, Blend Cards, Consonant Blends, and a Sound Poster to segment, blend, and build words such as crash, crib, and crab. The materials provide repeated opportunities for students to practice taught phonics skills. No untaught patterns are introduced during decoding, ensuring focused and scaffolded practice. Another example for grade K, Week 27, Day 1, includes student activities that require additional application of previously taught phonics patterns in independent work that is also referred to as the "You Do" section in the lesson cycle. To demonstrate understanding, the material suggests students use the Finger-Spelling Strategy to segment and spell words with consonant blends /br/ and /cr/, such as crab and branch. Students then read and write a sentence containing each word. All practice activities are limited to sound-spelling patterns that have been explicitly introduced. The materials provide repeated opportunities for practice with familiar phonics patterns, avoiding untaught phonics skills that support the gradual learning. Students apply the targeted skill from the previous lesson during guided and independent practice. For example, in Week 14, Day 1 lesson, the target skill for students is to build, decode, and spell words with letters B and I. The material suggests that the teacher use Sound Wall Cards to directly teach the letter-sound connection as well as the articulation of the letters. The material recommends that students practice their new knowledge by identifying pictures that begin with the /b/ sound and short /i/ sounds. The materials provide repeated opportunities for students to practice taught phonics skills. No untaught patterns are introduced during decoding, ensuring focused and scaffolded practice. Grade K materials provide the opportunity for students to apply the focus skill for the lesson, or skills from previous lessons, during independent practice. On Week 15, Day 3, the materials suggest that students use READ books to practice saying words with H. The material recommends that the teacher remind students that students completed a lesson on the letter H in a previous lesson. Next, the material suggests that the teacher ask students to identify them by naming pictures on the page that have a letter Hh in them. The teacher directs students to complete the page in their READ books where students say the words for six different pictures that have an H in them. Then they write the letter H and h. The materials provide repeated opportunities for students to practice taught phonics skills. No untaught patterns are introduced during decoding, ensuring focused and scaffolded practice.

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

The grade K decodable texts include cumulative practice of previously taught phonics skills and Red Words. The decodable texts feature CVC words with letter-sound correspondences. The materials suggest that the teacher remind students that the content was covered in the previous lesson. The material recommends that the teacher inform students that the current decodable reader, titled "Tap, Tap, Tap!," includes the plural ending -s along with previously taught content. Each decodable text incorporates new and previously taught phonics patterns to support cumulative application. Decodable texts only include taught phonic skills and Red Words. In grade K materials, for example, in Week 24, Day 4, the READ Book includes a decodable text that students practice, called "The Big Dog Gets a Bath." The decodable text includes consonant digraph /th/ along with previous skills students have learned. Each decodable incorporates new and previously taught phonics patterns to support cumulative application. In Unit 5, Week 27, the grade K decodable text features a cumulative review of previously taught phonics skills and Red Words. Students will use the featured decodable text, titled "Grandma Has a Drill," to revisit these concepts. Each decodable actively incorporates both new and previously taught phonics patterns to support cumulative application. This text includes consonant blends (l, s, r) and red words.

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

The materials in Bridge to Reading, grade K Phonics provide opportunities for practice in isolation with decodable and connected text. The instructional focus for each decodable text can be found in the Scope and Sequence. In kindergarten, the use of decodable text begins in week 12. Each text is aligned to the phonics concept for the week to reinforce and practice those skills. For example, the book Sam and Nan Play uses the phonics concepts m, s, p, short a, t, n, and plural ending -s. Additional practice in isolation with decodable and connected text can be observed in week 23, day 4; the students use the READ Book to read the text “Chick and Fox” that includes the /ch/ and /wh/ sounds, which is part of the focus for week 23 lessons. Grade K lesson plans guide teachers to reinforce skills through decodable texts in the READ Book. For example, in Week 20, Day 4, the materials suggest students read "The Ducks Are Up," which focuses on decoding words with the letter U and high-frequency words like want and are. The READ Book features word lists for writing and spelling practice that align with the skills taught. The Heggerty Library offers decodable texts for practicing reading. For example, in the Kindergarten Series 1 text "Big Red Hat," students work on short vowels and words ending in -s. Teachers are provided lessons that balance phonics instruction with both isolated skill practice and application through decodable, connected text. This strengthens students' phonics mastery. The materials encourage isolated phonics practice through tasks such as labeling pictures with words like crab, branch, and trap. Students utilize the "Finger-Spelling Strategy" for segmenting and writing, and they practice decoding words like trip, grab, and prop before writing sentences with those words. In the Bridge to Reading, grade K program, students apply phonics skills in connected texts. On Day 4 of Unit 5, Week 27, the material suggests that students read the poem "Frog in a Storm," which includes words that reinforce previously taught sound-spelling patterns, such as frog, crash, and drop. Students reread the poem on Day 5, complete writing tasks with the same vocabulary to reinforce the decoding skills by engaging in decodable texts.

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

Grade K assessment tools are developmentally appropriate and designed to progress from simpler to more complex tasks through a series of decodable readers provided in the Heggerty Library. An example can be found in the “Think About Your Reading” comprehension questions located in the back of the book, Tap, Tap, Tap (Week 13) from Heggerty Library, Heggerty Decodable Books, Kindergarten, Series 2. The assessment tool provides the teacher with a series of TEKS-aligned comprehension questions based on literary texts. These questions address instructional content introduced during the week and vary in format, including multiple choice, constructed response, and text-evidence based critical thinking questions. Some questions require students to combine critical thinking, textual evidence, and inference, particularly when responding to concluding questions not explicitly answered in the text. As the material progresses week by week, the decodable texts in the series and the accompanying questions increase in complexity. Bridge to Reading, grade K materials include a developmentally appropriate assessment tool that builds from simple to more complex tasks. For example, the End of Year (EOY) Benchmark includes an encoding assessment that requires students to spell VC and CVC words such as up, net, and bag. The task becomes more complex as students' assessment tasks progress to CCVC and CVCC words like rich, clap, and grin, requiring them to isolate and blend three to four phonemes. Another developmentally appropriate assessment tool that extends student practice into new phonics concepts is the assessment on CVe words. Some of the featured words are rope, game, and cube. The educator presents these words to students as long vowel patterns and final-e spelling rules that build toward first-grade TEKS expectations. Grade K assessment tools are developmentally appropriate and are designed to progress from simpler to more complex tasks. An example is in the Assessments, Phonemic Awareness, Administration Guidelines for the Heggerty Phonemic Awareness Assessment, Kindergarten Form A, where students are first asked to say the initial phoneme in the beginning of the assessment, then later they are asked to say the ending phoneme, and even later they are asked to say the medial phonemes, which are varying levels of complexity as they continue in the assessment. Another example of developmentally appropriate assessment tools is the letter sounds and names assessment. This assessment tool starts simple, building from an individual letter sounds and names assessment to checking the students' ability to decode and blend grade-level words. The scope and sequence also provides a progression that follows a pattern from identifying letter names and sounds to Weekly Checks for understanding in assessing the ability to apply learned word patterns.

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

In Bridge to Reading, grade K materials, teachers use Weekly Checks beginning in Unit 2, Week 3, to accurately measure phonics skills using a clear scoring guidance instruction that contains a systematic approach. These checks focus on skills like initial phoneme isolation and Red Word spelling. Pages 3–5 of the scoring guidelines outline what to do based on student performance. For example, if a child identifies one sound correctly, teachers use Sound Wall cards and targeted review. For Red Words, teachers reteach letter-sound connections using the Red Word routine. The Class Recording Sheets accurately track how many items students identify or spell correctly. Teachers document the next steps based on performance. The Weekly Checks assessments follow a consistent weekly format to monitor progress over time. In kindergarten, the materials include progress monitoring tools that specifically target students' understanding and acquisition of grade-level phonics skills. For example, in Assessments, Weekly Checks, and Student Tracking Sheets, the progression of skills is outlined as follows: Weeks 3–4—Initial Phoneme Identification, Weeks 5–11—Initial Phoneme Identification, Red Words Spelling, Weeks 12–24—Reading Words, Spelling Words, and Weeks 25–34—Spelling Words, (2) Dictated Sentences. The materials located under the Digital Curriculum and Assessments tab feature a Phonic Benchmark drop-down menu. This menu includes a downloadable guide for Phonemic Awareness and Phonics. In the assessment of the “Phonics” section, it is indicated that the phonics evaluation for kindergarten includes a decodable passage in Week 12 on day 4 with an emphasis on word reading, followed on day five by a weekly spelling assessment.

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

The materials include recommendations for formally assessing students at least three times during the school year: at the beginning of the year (BOY), in the middle of the year (MOY), and at the end of the year (EOY). The materials integrate assessment opportunities throughout the lessons to evaluate whether students are making adequate progress with the provided instruction. An example is the Letter Sounds and Names Assessment, which should be administered three times per school year at BOY, MOY, and EOY. This assessment is recommended to be used during Weeks 1–4, Weeks 10–12, and Weeks 20–23, specifically linked in Week 4, Day 1, Slide 6, with the Alphabet Knowledge Guidance & Resources for teachers to use before and after administering this assessment. Grade K assessments provide ongoing opportunities throughout the school year that align with progress monitoring tools. Educators can refer to the assessment overview chart to see that Kindergarten consistently employs various tools, including the Phonemic Awareness Benchmark, which is administered three times a year, Weekly Checks, and End-of-Unit assessments, which occur four to six times a year. These assessments are spread across the year to support data-driven instruction. The materials offer assessments that align with phonics progress monitoring tools and track student learning over time. Weekly Checks and Observation Checklists are administered weekly, while formal tools such as the Phonics Benchmark and Unit-Based Word Reading are given two to six times a year. These diverse tools enable teachers to monitor mastery of taught phonics patterns and make informed instructional decisions throughout the year.

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

Grade K materials include a variety of data-management tools to help teachers track individual student progress in phonics and guide instructional decisions. One such tool is the Weekly Checks, informal assessments given on Day five of instruction. These checks are quick measures of students' spelling of phonics patterns and red words. The materials recommend that teachers collect and score these assessments weekly, using the data to inform the next steps. For example, suppose a student spells only 1–2 of six words correctly. In that case, the materials suggest reviewing letter sounds with ABC cards, using “Boost” activities, or applying strategies such as finger spelling or the chopping hand motion. If a student spells 1–3 words correctly, small-group instruction with Sound Wall or letter cards is recommended to reinforce phonics concepts. For students who spell 4–5 words correctly, guidance includes reteaching, monitoring, or using Boost (Intervention) or Expand (Extension) activities as needed. Digital Sound Wall resources, featuring audio and video support, are also available in the curriculum. In addition to Weekly Checks, the curriculum provides Benchmark Assessments, which are administered twice a year. These include a whole-class encoding task and individual decoding assessments. Benchmarks assess progress toward grade-level goals, evaluating both previously taught and expected end-of-year skills. Results help inform the teacher's instructional planning, grouping of students, intervention, and differentiation groups. The curriculum materials also feature Digital Assessments that allow teachers to track progress on specific phonics skills, such as digraphs and initial blends. These assessments categorize students as "Proficient," "Developing," or "Beginning." Teachers can view individual data reports (e.g., Encoding Summary) across the school year to plan for differentiation or acceleration. The curriculum includes additional support materials, such as an Instructional Guidance Sheet for Encoding. This document provides information on organized tables that communicate the next steps for students performing below expectations. The grade K Unit 3 Assessment Guide also provides suggestions for accelerating instruction. One other support material that the curriculum offers is a Video Learning Library, which includes professional development videos on topics like "Phonemic Awareness: Using Assessment Data to Inform and Plan Instruction," which trains teachers to analyze assessment data and plan effective Differentiated Instruction.

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

Grade K materials include data management tools that empower teachers to track overall class progress and analyze learning patterns. The Weekly Check: “Class Recording Sheets” allow teachers to assess students' progress each week, focusing on their ability to apply phonemic awareness and phonics knowledge to spell words and Red Words taught during that week. This assessment enables students to demonstrate their learning, helping educators identify skills needing further reinforcement for long-term mastery. After conducting the Weekly Check, teachers evaluate performance data with an emphasis on phonics concepts and red words, categorizing students into proficiency levels: Beginning (less than 60 percent), Developing (61–79 percent), and Proficient (greater than 80 percent). When most students score below proficiency, teachers reteach the concepts and utilize additional practice from myHeggerty for whole-class activities. For small groups, students are organized by specific needs, such as spelling patterns and/or high-frequency words (red words). Grade K materials include a Digital Assessment that provides Class Reports for Encoding, Decoding, and Phonemic Awareness assessments. These reports graphically display students' proficiency levels and offer individual performance details. Starting in Week 3, students complete a weekly word check, allowing teachers to monitor whole-class progress and identify proficiency levels in specific skills. An electronic data management system produces whole-class charts organized by specific skills, which help teachers interpret data trends across assessments. For example, if a student scores 100 percent on vowel-consonant responses on the EOY Benchmark for Encoding, the teacher can plan for differentiation or acceleration based on that data. These materials equip teachers with tools to track class-wide student progress, analyze phonics and Red Word instruction patterns, and make informed instructional decisions. By using Weekly Check Recording Sheets alongside student-facing tracking sheets, teachers can visualize growth and identify areas that require additional support, facilitating targeted reteaching.

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

Grade K curriculum materials provide guidance for determining the frequency of progress monitoring based on the student's strengths and needs. Under the grade K Digital Curriculum tab, an Assessment Flowchart is available. The chart illustrates the range of assessment tools, along with the recommended time and frequency for Weekly Checks, Unit Assessments, Phonics Benchmarks, Red Word Assessments, Fluency Assessments, Letter Name/Sound Assessments, and Phonemic Awareness Assessments. The Bridge to Reading Assessment is located on the Digital Curriculum page, under the Assessment tab. On the landing page, a chart maps out each assessment type, purpose, frequency, and if the assessment is given in a whole group or individual setting. The materials suggest that the purpose of the Phonics Benchmark is to assess the understanding and application of letter sound relationships and spelling patterns. The data from this assessment can be used as baseline data that helps to inform the teacher's planning, intervention, and small group instruction. The materials recommend that the Phonics Benchmark is administered two to three times per year. This assessment may be given in a whole-group or individual setting. The grade K Assessment Flow Chart recommends using a universal screener at the start of the year to establish a baseline for each student. Students who demonstrate strong foundational skills are not required to take optional diagnostic assessments such as the Letter Name and Sound Assessment or Phonemic Awareness Assessment. This allows teachers to reduce the frequency of assessments for students consistently performing at or above grade level. In contrast, other assessments, such as the fluency and letter name/sound tests, are optional depending upon the students' needs. The materials provide guidance on how often to progress monitor students based on need. The grades K–2 Assessment Flow Chart outlines Weekly Checks beginning in Week 3, and provides recommendations for using additional tools with students who show difficulty isolating, omitting, or reversing sounds. The chart encourages teachers to use optional assessments such as the Phonemic Awareness Assessment when students exhibit reading struggles. These supports help guide decisions about increasing the frequency of assessments for students who need more targeted instruction.

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

The grade K materials guide teachers in accelerating learning based on progress monitoring data to help students master specific concepts. Materials include an Additional Application tab featuring a document titled "Alphabet Knowledge Guidance and Resources," which instructs teachers on using data from the Letter Names and Letter Sounds Assessment to enhance students' mastery of letter names and sounds. Teachers receive support and next steps based on their observations. Grade K materials equip teachers with strategies for using assessment data to inform both whole group and small group instruction. The scoring guidelines for Weekly Checks offer "Next Steps and Guidance for Instruction" that vary depending on each student's level of mastery of initial sound pictures. The materials provide differentiated instruction within each daily lesson, offering suggestions to "Boost" or "Expand" student understanding through extra activities suitable for small groups or independent practice. Grade K materials guide teachers in selecting tasks and activities that target various skills based on assessment data. For instance, teachers can refer to a chart in the Phonemic Awareness Assessments. The materials suggest using the “Corrective Feedback Guide” to support students and accelerate their learning according to specific assessment results. For example, when addressing errors in rhyme recognition, teachers can use visual representations with two colored boxes for onset and rime, or they can draw attention to mouth movements as students pronounce words. Grade K materials provide guidance for teachers on how to accelerate learning based on progress monitoring data to achieve mastery of specific concepts. In the Digital Curriculum, Assessments, Unit Assessments, and Unit 3 Assessment, a table offers teachers recommendations for supporting students who need help blending sounds smoothly. Educators receive two options for tasks to conduct with whole groups, small groups, or individual students as necessary: "Phoneme Blending: Use multisensory tools (chips, tiles, dot stampers) or finger blending/tapping to represent phonemes"; and "Continuous Blending: Engage in drills to help children connect phonemes to blend and read words (e.g., /m/ → /mă/ → /măp/)." Grade K materials guide teachers in using progress monitoring data to tailor instruction to meet individual student needs. When fewer than 80 percent of students achieve proficiency on the Weekly Check, teachers are advised to reteach the concept within the week, replacing the written Jump In activity with targeted instruction. This approach helps address whole-class needs promptly with embedded support. Teachers can find reteaching guidance in the “Weekly Check Scoring Guidelines” for customization. The materials also include optional assessments, such as Red Word, Letter Name and Sound, and Phonemic Awareness, which focus on individual students and provide administration instructions based on identified challenges. These tools allow teachers to create data-driven action plans and choose instructional resources that address specific skill gaps, ensuring students master the targeted concepts.

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)

The grade K curriculum provides systematic instruction on oral language through Collaborative Oracy routines in the "Jump In" and "Jump Out" sections. Materials recommend that teachers consistently model complete thoughts and sentence stems. For example, in Week Three, Day One, the curriculum suggests that the teacher explains how to share a complete thought and then prompts students to turn and talk. On Days 1 and 4 of each week, students have structured opportunities to build their oral language skills through modeled examples, peer conversations, and teacher feedback. In Week 14, Day 4, students use sentence frames to explain their choices with partners. In Week 23, Day One, teachers guide students to express their reasoning in complete sentences, providing coaching on sentence structure. The grade K curriculum integrates collaborative oracy instruction throughout phonics lessons using repetition, partner dialogue, and interactive practice. In Week 5, Day 2, students repeat words and respond verbally to phonemes, allowing for immediate teacher feedback. In Week 11, Day 2, students recall the /kw/ sound, generate words, and discuss sentences with partners, reinforcing their oral language through guided practice. On Week 18, Day 1, the material suggests students "Jump Out" lessons. This lesson enhances oracy by using descriptive language with visuals, followed by student-led guessing games and vocabulary sentence construction during the "We Do" and Independent practice components. The lesson elements offer additional guidance through coaching, feedback, and independent practice.

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

Grade K materials engage students in social and academic communication, helping students develop oral language skills. Teachers facilitate partner discussions that encourage collaboration, listening, and turn-taking. For example, in Week 18, Day 1, students describe images on the W Sound Poster using descriptive words and then take turns guessing the objects. In Week 19, Day 4, they choose tools for a fox character to fix a box and explain their choices to a partner before sharing with the class. These activities enhance students' ability to adjust their language for peers and group conversations. The curriculum emphasizes academic communication throughout the learning process. In the "We Do" component, students practice using high-frequency words like has and have to form complete sentences, enhancing their academic expression. For example, in Week 19, Day 2, students analyze consonant and vowel sounds in red words by first pairing up to discuss their findings before sharing with the class. These activities promote clear communication, adaptability to the audience, and critical thinking, ultimately fostering essential communication skills.

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)

Grade K materials encourage students to ask questions and share ideas that foster collaborative discussions. For example, in Week 21, Day 1, the curriculum suggests that the teacher guide students to participate in a Collaborative Oracy activity by helping them choose a response area that reflects their understanding of the Sound Poster content. After selecting their spots, students engage in partner conversations, expressing their thoughts using complete sentences. This practice strengthens their oral communication skills and facilitates meaningful exchanges and active listening, with the teacher providing guidance throughout the discussion. By engaging in discussions, students articulate their thoughts and ideas clearly. The instructional design encourages students to ask questions and share ideas, fostering collaborative discussions. For example, in Week 21, Day 1, the curriculum suggests that the teacher guides students to actively participate by choosing a response area that represents their understanding of content from the Sound Poster. The materials recommend that after selecting their spot, students engage in partner conversations, articulating their thoughts using complete sentences. This practice strengthens students' oral communication skills and enables meaningful exchanges and active listening, as the teacher provides guidance throughout the discussion.

Evaluation for 5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)

Grade K offers a systematic sequence for introducing letter names and their corresponding sounds. For example, the material suggests that Weeks 3–11 (Unit 2) feature Alphabet Introduction of letter names and letter sounds, and Weeks 12–20 (Unit 3) follow up with students identifying letters in classroom labels, word walls, and decodable text and within the learning environment. In addition, the scope and sequence identified three to four letter sounds each week. This information can also be located in the curriculum's Alphabetic Knowledge Guidance and Resources document. Systematic approaches to introducing letters and sounds ensure that students achieve comprehensive coverage and mastery of all letters. The kindergarten materials include a Scope and Sequence document that details the order in which teachers teach letters and sounds, starting with /m/, /s/, /ӑ/, and /ā/ in Week 3 and concluding with w, z, v, short e, x, and y. Grade K materials include a Unit 3 Overview that indicates that students begin to decode words using m, s, p, and short a starting in Week 12. Students also begin to read decodable passages or text. In Week 13, students build on their knowledge by adding the sounds b, c, f, short i, h, and r, allowing them to read more words. Once students learn letter names and their corresponding sounds, they can read syllables and words using their understanding of the alphabet.

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)

Grade K materials offer detailed guidance for explicit and direct instruction on how to identify and match uppercase and lowercase letters with corresponding sounds. The teacher uses the Alphabet Bridge to reinforce letter identification through pointing, repetition, and sound articulation. For example, on Week 1, Day 5, the curriculum suggests that the teacher introduce the letter Ee along with its two sounds (/ē/ and /ĕ/) by using visual cues (eagle and edge). The teacher prompts students by saying, "Point to the letter Ee. I see an edge and an eagle by letter Ee. There are two pictures for this letter because the letter Ee stands for two sounds. The first sound in eagle is /ē/. The first sound in edge is /ĕ/. The letter Ee represents the sounds /ē/ and /ĕ/. The letter Ee is a vowel." On Week 14, Day 1, the teacher prompts students to locate vowels on the Alphabet Bridge to reinforce their letter-sound knowledge. This direct instruction fosters automaticity in letters and sounds, providing teachers with structured approaches to support early literacy development. Grade K materials guide teachers to engage students in repeated, interactive practice that builds fluency in recognizing letters and sounds. Activities include classroom letter hunts, alphabet reviews, and phoneme segmentation using tools like the Letter Card Decks and Word Construction Cards. For example, on Week 19, Day 1, the teacher guides students to decode and encode words like fox and mix, isolating the /ks/ sound and applying it in both oral and written tasks. By automating letter recognition, students can focus their attention on decoding and encoding words, thereby facilitating their orthographic mapping of words.

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)

The curriculum includes guidance for modeling letter formation for both uppercase and lowercase letters. For example, on Week 19, Day 1, the material suggests that the teacher explicitly demonstrates how to form both uppercase and lowercase Xx. First, the teacher shows the strokes for uppercase X while saying, "My pencil starts at the top line, slants to the right, and then goes down to the bottom line. Lift. From the top line, slant to the left to the bottom line." Next, the teacher leads guided practice where students build, write, and decode words that contain the letter x. In the Differentiated Instruction section, the curriculum recommends that the teachers encourage students to use highlighters to trace letters on lined paper, reinforcing correct letter formation by tracing multiple times in different colors. Grade K materials include teacher guidance for providing explicit and direct instruction using the student Read Book “Letter Formation” page, which contains lined handwriting paper aligned with the scope and sequence. Teachers use this tool to guide students in forming all 26 letters of the alphabet with this tool. The curriculum encourages teachers to reinforce instruction with structured writing practice, ensuring consistency and uniformity. The systematic approach in these practices ensures consistency in how teachers present and teach letter formation. This uniformity helps students build a solid foundation in writing skills.

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).

Materials include activities and resources that support alphabet knowledge in isolation through explicit instruction and memory-building strategies. For example, in Week 1, Day 2, the curriculum suggests that the teacher uses the Alphabet Bridge to prompt students to stand when they see the first letter of their name. This strategy helps students to identify and recall letters in isolation through an engaging and personalized activity. In grade K, the materials reinforce alphabet knowledge within the context of meaningful print by encouraging students to find and interact with letters in their environment. For example, on Week 2, Day 2, the says, "Can you find the letter Nn in the classroom?" Students walk around, identifying Nn on labels and word walls, and make connections between letters and real-world print. Materials include cumulative review opportunities that integrate both isolated and contextual alphabet knowledge. For example, on Week 19, Day 1, students revisit the letter x. They write sentences using the -ix and -ax word families and isolate the /ks/ sound in "fox." During a “Jump Out” activity, students reinforce their recognition using multiple formats.

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)

The materials offer scripted lessons for explicit instruction of letters and sounds. For example, on Week 7, Day 1, the material suggests that the teacher introduce the /g/ sound by saying, "Today we will learn about the consonant /g/ sound. Our voice stops when we say the sound." Students practice the sound and identify words that begin with /g/. The teacher reinforces the concept by sharing the g sound story and engaging students in a discussion where they name related words and pictures, such as Gomez, gives, grass, go, and gate. The curriculum offers a systematic phonics progression that enables students to develop foundational reading and writing skills. The “Phonics Progression Chart” in the Introduction Overview details a precise sequence that progresses from letter names and sounds to short vowels, digraphs, blends, glued sounds, and long vowels. This ensures that students acquire the prerequisite skills needed to decode and encode increasingly complex words. The materials feature scripted lessons that teach letter-sound relationships to help students with decoding and encoding. For example, in Kindergarten, on Week 8, Day 1, the teacher introduces the letter Hh and the /h/ sound using a Sound Wall Card and the word heart. The teacher then has students practice pronouncing the sound.

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)

The materials provide structured guidance for teachers on connecting phonemes to letters, along with targeted feedback for common sound errors. For example, on Week 3, Day 3, when a student articulates /f/ in place of /v/, the teacher encourages the student to place a hand on their throat to feel the difference between voiced and unvoiced sounds, thereby reinforcing accurate sound production. Grade K materials include corrective strategies to address articulation difficulties tied to specific phonemes. For example, in Week 16, Day 1, the "Boost" section suggests that teachers encourage students to use mirrors to help them visually monitor mouth placement while practicing the /d/ and short /ŏ/ sounds. The grade K curriculum incorporates corrective feedback into daily lessons to address blending errors and promote sound sequencing. For example, in Week 16, Day 3, margin notes suggest using continuous blending /mmmoooppp/ mop, or successive /s-t/. . . /st/. . . /st - o/. . . /sto - p/. . . stop, when students misblend sounds.

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)

In grade K, on Week 14, Day 4, the materials suggest that the teacher explicitly models decoding a simple one-syllable word in a connected text. The teacher says, "I will read a story, and we will use our finger-blending strategy to help decode the words." The teacher reads the story “Can It Fit?” and guides students to blend and read words such as it, is, if, and in. The kindergarten materials suggest that the teacher explicitly models decoding simple one-syllable words both in isolation and within connected text. For example, on Week 22, Day 4, the script suggests that the teacher say, "Here are the letters s, h, e, l, s. I will say the sound that each letter stands for and then blend the four sounds to read the word: /sh/ /ĕ/ /l/ /z/ to read the word shells. Then, she guides students to apply the /sh/ sound while reading the decodable story “Josh's Shed”. Before students start reading, the material suggests that the teacher reminds students, "When you see a consonant digraph or a double consonant, you will say only one sound." The grade K curriculum includes activities that allow students to practice identifying and producing sounds. For example, on Week 11, Day 1, students completed an activity from the “Jump In” section of their student books. This activity required them to listen, repeat, identify, and produce words, with a focus on words that begin with the initial /kw/ sound.

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)

Grade K materials include a systematic sequence for phonological awareness instruction that begins with simple units and gradually extends to larger, more complex language structures. For example, the curriculum suggests that in Week 1, Day 3, students develop sentence-level awareness by tapping each word in a sentence. By Week 17, Day 1, instruction progresses to blending individual phonemes, such as combining /n/, /ŏ/, /t/ to say not. In Week 25, Day 1, students segment four-phoneme words with teacher support, using prompts like, "I will say a word and segment it into the four sounds that I hear." By Week 30, Day 3, students are building and spelling words with CVCe patterns, demonstrating their ability to manipulate sounds at the phoneme level. The materials introduce phonological awareness systematically, starting with larger sound units and moving to smaller ones. For instance, in Week 4, Day 1, the lesson begins with sound identification, progressing to isolating and manipulating individual phonemes. The teacher's script states, "Listen: /n/, nice. We will practice making the sound /n/." Students trace the letter N and practice words like net, nine, and nurse. In the "We Do" section of the READ Book, they identify /n/ in a Sound Story, and in the "You Do" section, they match spoken words to print. This structured approach ensures skills build progressively, providing essential scaffolding for students.

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)

The materials include explicit instruction for teaching phonological awareness skills, along with recommended explanatory feedback based on common errors and misconceptions. For example, in Kindergarten in Week 4, Day 1, the teacher provides direct instruction to address articulation errors for the /n/ sound. During the "I Do" section, the teacher says, "Watch my mouth. /n/ /n/ /n/. Watch how I say this sound: /n/." The curriculum suggests that the teacher explains to students, "The sound is made behind your teeth with your tongue up, and /n/ is a nose sound." These prompts help correct common articulation errors. In grade K, the material includes a sidebar feedback box that supports teachers in correcting misconceptions about rhyming. It explains, "When words rhyme, we hear the same middle and final sounds." The teacher is prompted to restate, "Rhyming words have the same middle and final sounds. I will say two rhyming words. Say the words back to me (fun, run, nice, price)."

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)

Grade K materials include activities and resources for students to develop phonological awareness skills. For example, in Week 4, day 1, the curriculum suggests that students are introduced to the /n/ sound. During the "I Do" section, the teacher models, "Watch my mouth. /n/ /n/ /n/. Watch how I say this sound: /n/." The teacher then explains that the sound is made "behind your teeth with your tongue up" and reminds students that /n/ is a nose sound. These prompts help correct common articulation errors. The grade K material includes activities and resources that enable students to practice phonological awareness skills. For example, in Week 14, Day 1, students use the Finger Blending strategy to read short vowel words such as it, is, if, and in. This kinesthetic activity provides guided phoneme blending practice. The grade K material includes activities and resources that enable students to reinforce previously introduced skills through consistent routines and embedded review. For example, the "You Do" activity asks students to complete a page of their READ Book, which revisits the target letter-sound correspondence through writing and drawing activities that mirror the earlier oral work. The teacher has a variety of resources to use based on students' strengths and needs.

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)

Materials include a systematic sequence for introducing phonemic awareness activities that begins with phonemes, then tackles more complex skills. For example, in Week 13, Day 3, students first identify individual phonemes. They isolate initial sounds in words like icing and apron and identify medial vowel sounds in words such as tab and lick. This serves to enhance early phoneme awareness. The lesson incorporates blending phonemes using Elkonin Boxes, forming words like net and met, followed by segmenting words such as sock into /s/ - /ŏ/ - /k/. Later lessons progress to manipulating sounds by adding or substituting initial phonemes, clearly moving from blending and segmenting to advanced tasks. Grade 1 materials provide structured support, where the teacher is guided to say to students, "Let us say the sound each letter stands for and blend the three sounds to read the word: /f/ /r/ /ŏ/ /g/, frog." There are four letters and four sounds in the word frog. Let us match the sounds we hear to the letters we see. Letter f stands for /f/. Letter r stands for /r/. Letter o stands for /ŏ/. Letter g stands for /g/. There is a consonant r blend, fr-, at the beginning of the word frog. Phonemic awareness instruction that begins with simple skills such as identifying, blending, and segmenting phonemes and gradually transitions to more advanced manipulation practices ensures.

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)

Grade K materials feature a “Phonemic Awareness Corrective Feedback” document to support educators in aiding students with phonemic awareness skills. For initial phoneme isolation, the guidance states, "The teacher says the word and points to the first box or places a counter in the first box as they isolate the first sound. Students repeat the teacher. The word is vet; the first sound in the word vet is /v/. Say that with me, vet, /v/." Teachers can explain articulatory features, saying, "The sound /v/ is a voiced sound. Touch your throat and feel that your voice is on when you say the /v/ sound," using Elkonian boxes for visual support. In grade K, Week 13, Day 3, the materials provide explicit instruction in the "Substituting Initial Phonemes" section to support students in understanding how changing only the initial sound of a word creates a new word. For example, the teacher prompts, "/s/ to /p/, the word is pad," and "/m/ to /s/, the word is sit." This targeted practice helps correct common misconceptions, such as altering multiple phonemes or treating consonant blends as a single sound.

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)

Materials include explicit (direct) guidance on connecting phonemic awareness skills to the alphabetic principle, supporting students in the transition from oral language activities to basic decoding. For example, in Week 13, Day 3, in kindergarten, the materials provide explicit teacher guidance for teachers to model decoding in the Phonics "I Do" section. The teacher is prompted to say, "Point to the first letter and say its sound. Say the sound for the next letter and then the last letter. Now blend the sounds and read the word." This supports students in connecting phonemes to graphemes as they blend sounds to decode the word dock. In grade K, Week 4, Day 5, the materials support encoding by guiding students to orally blend and then build new words using word construct cards. The teacher says: "Here is the word it, /ĭ/ /t/, it. We can add a sound to the beginning of it and make new words," and models adding initial sounds like /b/, /s/, and /f/ using the Finger-Blending Strategy. Students then match the sounds to letters, connecting phonemic awareness to early spelling.

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)

In grade K, materials provide diverse activities and resources to help students develop phonemic awareness through auditory, visual, and kinesthetic support. For example, during Week 13, Day 3, the teacher guides students to segment CVC words like rock into individual phonemes, prompting responses like "/r/, /ŏ/, /k/." In Week 7, students identify rhyming words in the nursery rhyme "The Itsy Bitsy Spider," enhancing their phonological awareness. The curriculum includes guided routines and hands-on tools for practicing phonemic awareness. In Week 13, Day 3, the teacher models decoding by prompting students to point to letters, say their sounds, and blend them to read words. Activities like Red Word Mapping require students to read, tap out sounds, match them to letters, and write the words, using tactile tools like letter tiles for phoneme-grapheme mapping. During Week 3, the teacher demonstrates Segmenting Hand Motions with multisyllabic words such as center and dentist, helping students physically count phonemes. The curriculum features cumulative and spiraled activities that reinforce phonemic awareness throughout the year. In Week 19, Day 1, students use the Roller Coaster Hand Motion to isolate medial vowel sounds in words like bake and nope. The same target words (sock, dock, rock) appear in both “Phonemic Awareness” and “Phonics” sections, allowing for seamless practice in segmenting, blending, decoding, and encoding. The Scope and Sequence begins with simpler skills like rhyming and isolating sounds, progressively advancing to blending and manipulating three- and four-phoneme words, ensuring consistent review and layered instruction aligned with grade-level expectations.

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)

Materials include a systemic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. For example, grade K materials introduce CVC words before CCVC or CVCC words. Grade K, the materials include a vertical alignment tool outlining the progression of sound-spelling pattern skills and concepts throughout the school year, following the ELAR TEKS. For example, the Scope and Sequence document charts the progression from simpler skills, such as introducing letters and sounds, to more complex skills, including encoding and decoding words with the long vowel CVCe spelling pattern.

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)

Materials include teacher guidance that provides teacher scripts for direct instruction of sound-spelling patterns, guiding explicit teaching through modeling and structured routines. For example, in Week 5, Day 3, the teacher says: "We have learned about the consonant digraph sh. Remember, consonant digraphs are two consonant letters that represent a single sound. Today we are going to learn a new consonant digraph: ch." The lesson continues with words like chop, chip, and chat to reinforce the new pattern. Instruction includes clear explanations of complex sound-spelling patterns and opportunities for guided practice. For example, in Week 24, Day 1, the material recommends that the teacher introduce a new complex vowel sound, stating: "Today, we will learn about a complex vowel that stands for the sound /ŏo/ as in put. This complex vowel is spelled with the letters oo. It stands for a different sound: /ŏo/." The lesson helps students to distinguish between different vowel sounds and spellings. When students receive direct instruction on sound-spelling patterns, they can increase their mastery in encoding in-text responses and written compositions, as well as master syllable combinations of single and multisyllabic words.

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)

Grade K materials include a variety of activities and resources for students to develop sound-spelling patterns. For example, the curriculum suggests that the teacher engages students in a whole class phonics lesson where students practice letter sounds and practice letter sounds such as /h/. The teacher models how to articulate the sound and provides visual cues by using the Sound Poster Cards. Grade K materials include activities and resources for students to engage in practice of grade-level sound spelling patterns during the “I Do” section of each lesson. In Week 8, students practice writing the letter h and circle pictures that begin with the /h/ sound. Students build automaticity to decode sound-spelling patterns when they have multiple, ongoing opportunities to practice and reinforce skills over time. In the grade K curriculum, the materials reinforce grade-level sound-spelling patterns through cumulative review. For example, Week 5, Day 5, the Jump In portion of the lesson script reviews sound-spelling patterns of sounds learned that week and previously throughout the curriculum. The lesson directs the teacher to, "Encourage students to take turns identifying the letter that stands for the sound. Review sounds that have been learned in previous lessons." Developing automaticity with decoding sound-spelling patterns increases student reading fluency, which in turn reinforces student reading comprehension.

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)

Materials offer explicit, scaffolded instruction in decoding both isolated words and words within connected texts. In Week 14, Day 4, during the “Jump In” section, the teacher models word building using Word Construction Cards. For instance, the teacher displays the word cap and prompts a student to change the c to an n to create the word nap. This routine continues with words such as tap and map, reinforcing blending and decoding skills with simple CVC patterns. Materials offer activities and resources to help students decode words using sound spelling patterns in isolation. Throughout the year, students read decodable texts aligned with each week's phonics focus, providing practice with new spelling patterns and high-frequency words. For example, in Week 24, Day 4, they read “The Big Dog Gets a Bath” to focus on the consonant digraph /th/. By Week 28, Day 1, they encounter long vowel a words in the story, such as Kate, gate, brave, and grapes, and are prompted to "listen for the long a vowel sound /ā/." These texts enhance both guided and independent reading with vocabulary that reinforces phonics concepts. Grade K materials include print and digital tools, such as Sound Wall, Letter, and Word Construction Cards, to support phonics and word building. In Week 22, Day 2, students use digital cards (e.g., i, u, d, f, sh) to build and read words like wish, fish, and rush, reinforcing phoneme-grapheme relationships through hands-on practice. Materials provide various activities to help students encode words with sound-spelling patterns in decodable connected text. For example, in Week 28, Day 1, students decode word pairs like cap/cape using Word Construction Cards, then encode with Spell Tabs by writing sentences such as "I wore a cape to feel brave and strong!" They also circle long a images in their READ Book, reinforcing phonics, vocabulary, and both oral and written skills.

Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)

The materials include a systematic sequence for introducing regular and irregular high-frequency words in sync with phonics instruction. Words like the and look are taught in Weeks 5–9 with consonant sounds, while all and off appear in Week 21 with double consonants, reinforced through teacher prompts. The teacher's script prompts, "Let us look at the word off. It has double f at the end, just like we are learning in phonics this week!" According to the Scope and Sequence, students learn one to five red words per week. Starting in Week 6, the curriculum introduces one to five irregular high-frequency red words each week, with new words taught on Day 2. Words like said, you, and was are introduced between Weeks 9 and 21. These words are reinforced through decoding and encoding routines. Teachers remind students, "This is a Red Word; it does not play fair, but we will practice it all week."

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)

The grade K curriculum provides teachers with guidance to explicitly instruct students in both decoding and encoding high-frequency words. For example, on Week 14, Day 2, teachers demonstrate how to decode the word my by saying, "This word has two sounds. Tap and say each sound: /m/, /ī/. Let us say the word together: my. Sweep your finger under the word and read it aloud: my. Here, the y represents a long i sound." The materials provide clear guidance for teaching irregular high-frequency words. On Week 24, Day 2, teachers explain, "This word has two sounds. Tap and say each sound: /th/, /ā/. Match the letters to the sounds: /th/ corresponds to t and h, while /ā/ corresponds to e and y. We see two sounds that match four letters, with e and y combining to create the long a sound." The curriculum also includes guidance for encoding regular high-frequency words. For instance, in Week 14, teachers begin encoding instruction for the word my by saying, "Let us match letters to the sounds we hear in the word my: /m/ for letter m, and /ī/ for letter y. How do you spell my? (m, y)." The materials support explicit instruction in encoding irregular high-frequency words through techniques like Red Word Mapping. For example, teachers explain, "This is a red word; it does not follow the usual rules! We will practice it all week, so your brain remembers it."

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)

The curriculum includes Red Word Mapping activities, allowing students to develop encoding skills by reading words, identifying sounds, mapping letters to those sounds, and writing the words. In the “Working with Red Words” resource, students receive guidance from teachers to enhance their understanding of high-frequency words through sound-letter mapping and word writing. Teachers support students in decoding irregular words by matching sounds to letters. Starting in Week 5, a weekly Red Word List introduces two words at a time to systematically build recognition of both decodable and irregular high-frequency words. Materials suggest students practice encoding words with Red Word Practice Sheets. The material recommends that students write each word in a sentence and illustrate its meaning. The READ Book supplements this learning by offering weekly exercises that support fluency and spelling, featuring high-frequency words such as we, me, be, and he. In Week 23, students enhance their contextual decoding skills by reading passages that include words like said. Sentence-based practices, where students complete frames using red words, strengthen contextual understanding and encoding abilities. To reinforce these skills, the curriculum includes a "Decoding & Encoding Practice Menu," which features engaging multimodal games and activities, such as "Roll, Read & Create." The "Partner Read & Spell Game" promotes peer collaboration, enhancing decoding and spelling through interactive oral activities. Red Word Mapping is revisited throughout lessons, helping students master their skills by tapping out sounds and connecting letters. A spiraled sequence ensures that previously taught Red Words reappear in later weeks, providing consistent review and solidifying long-term recognition and recall.

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)

Grade K materials provide students with opportunities to read high-frequency words through various engaging activities and resources. For example, Red Word Mapping enables students to visually analyze words, tap out sounds, and read aloud. Printable Red Word Cards make games like “Go Fish” fun, reinforcing word recognition. These activities lay a foundation for fluent word recognition. In kindergarten, to develop early writing fluency, students practice writing high-frequency words in isolation. Red Word Mapping concludes each session with students writing the word after mapping sounds to letters, reinforcing spelling patterns. The Red Word Weekly List encourages students to routinely write newly introduced words such as the, come, and they. One teacher explained that regular reading and writing of these words solidify them in memory, and another praised the mapping-to-writing progression, noting that students take pride in spelling independently. Students also encounter high-frequency words in meaningful reading experiences that apply their knowledge in context. Decodable readers like The Big Red Hat incorporate words such as I, her, and is, within engaging narratives. During guided reading, students decode passages featuring previously taught words, such as said. One teacher observed that students light up when they recognize practiced words in stories, while another noted their growing confidence when reading real texts.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

Evaluation for 5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.