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

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

In grade 2, the scope and sequence acts as a roadmap outlining the order in which concepts are taught. For example, Unit 3 spans Weeks 11–16, but phonemic awareness is taught only in Weeks 11–12. During those weeks, the students work on substituting phonemes The scope and sequence supports structured learning and provides teachers with a sequential breakdown of the Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and the learning outcomes for each unit. Concepts taught for each week are in the Weekly Breakdown for each unit. For example, in Unit 4 (Weeks 18–24), the TEKS are listed as "2.2.A.i- 4.D." In week 18, the Weekly Breakdown lists these phonics concepts: schwa syllable division (CV/C, CVCe, V/CV, VC/CV) r-controlled vowels vowel teams C + le

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)

The grade 2 scope and sequence pacing guide supports flexible instruction by helping teachers adjust pacing based on the number of school days and student progress. The pacing guide recommends using data and observations to target skills such as multisyllabic word reading, phonics, and fluency, with review time dedicated to sentence-level reading, dictation, and small-group practice.

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 Digital Curriculum overview includes the rationale of unit order. The overview references the Simple View of Reading and Scarborough's Reading Rope to show how foundational skills support reading comprehension. In grade 2, the introduction and overview explains that reading is not natural and requires explicit instruction. A phonics progression chart outlines the phonics skills and concepts children will learn and develop in grades K–3. In grade 2, students: build on short vowels learn consonant digraphs practice double f, s, z, and l. Students continue to build on foundational reading skills.

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

In the grade 2 Overview—All Units, educators can preview each unit's key standards, unit objectives, vocabulary, and assessments. The materials present a sequential breakdown of the four units, including Learning Outcomes, Summary, Assessment Opportunities, and Academic Vocabulary.

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

The Fidelity Checklist provides a resource for instructional leaders to support teachers with implementing the materials as designed. The resource can be used by an administrator or teacher leader when observing a Bridge to Reading, grade 2 lesson in the classroom. This resource helps to facilitate cohesiveness in the program, ensuring that teacher leaders, and administrators are in alignment and calibrated with the classrooms that are implementing the Bridge to Reading, grade 2 program. The "Video Learning Library," under the "Implementation Support" tab, features videos such as "Administrators & Coaches: 5 Look Fors in PA Instruction" and "Using the Fidelity Checklist"; these videos provide leaders with specific implementation expectations and look-fors to monitor program delivery. These resources promote consistent delivery and support across classrooms.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.

The materials guide teachers to the Academic vocabulary for each unit. In the Unit 2 overview, (under the "Digital Curriculum" tab), the academic vocabulary includes: fluency, inflectional endings, multisyllabic or multi-syllable words, red words, syllable, and vowel. These terms help teachers introduce key concepts consistently across the unit. The materials also provide background knowledge to support effective instruction. In Bridge to Reading, grade 2, Unit 6 Overview, the summary and Weekly Breakdown (Weeks 29–34) explain that students build on prior phonemic awareness skills and are introduced to final stable syllables, r-controlled vowels, vowel teams, diphthongs, prefixes, and suffixes. The materials show how instruction progresses across multiple weeks by combining previously learned content with new learning. Examples include decoding multisyllabic words, applying suffixes like -tion and -sion, and teaching sound-spelling connections. In the grade 2 Overview of All Units, the materials include a summary of each of the six units at the beginning of the breakdown of each unit. The summaries establish connections between previously learned concepts and strategies. For example, the summary for Unit 3 explains "They continue to build on previous long vowel instruction with unique vowel sounds in complex vowels and diphthongs in single-syllable words. These concepts are applied to previously taught skills in single-syllable words." This summary shows teachers how concepts from Units 1 and 2 expand 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.

The grade 2 "Supporting Diverse Learners" section provides strategies to support multilingual learners. For example, when building words with "Spell Tabs", teachers can limit the letter set to only the letters needed for the target words. The materials include family communications in English and Spanish. The Supporting Diverse Learners Guide provides guidance in both languages, including instructional strategies, visuals, and examples of scaffolded activities for teachers to use and share with families. Families receive guides that suggest tools such as Spell Tabs, Elkonin boxes, and hand motions to model segmenting sounds, along with directions for helping children spell and write words and sentences at home.

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 the grade 2 Overview—All Units, educators can preview each unit's key standards, unit objectives, vocabulary, and assessments. The materials provide teachers with a sequential breakdown of the four units, including Learning Outcomes, Summary, Assessment Opportunities, and Academic Vocabulary. Grade 2 lesson plans list required materials. For example, the Week 1, Day 1 phonics lesson requires sticky notes, a short vowels sound poster, and word construction cards. In Bridge to Reading grade 2, Unit 2, Week 6, Day 1, the lesson plans align with the TEKS and ELPS. For example, the "I do, We do, You do" sections describe tasks students need to complete to continue learning long vowels a and i and the syllable patterns CVCe and CCVCe.

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 Bridge to Reading, grade 2, Unit 3, Week 18, Day 3, Slide 1 lists materials needed for teachers and students to effectively interact with the lesson: Prefixes Anchor Chart word-construction cards: over, em, en, and blank cards Syllable Boards markers and erasers READ Book "How to Read Big Words Anchor Chart" (Differentiation: Boost) chart paper (teacher) paper (students) (Differentiation: Boost, Expand, and ML Connection) Some materials are digital with access through a link in the Digital Curriculum. The materials from Bridge to Reading, grade 2, Unit 1, Week 1, Day 1 include a list of student materials necessary to deliver the lesson. The overview includes the READ Book, Red Word Cards, and Sound Wall Cards. Students use the READ Book during guided writing and word-building activities, Red Word Cards to practice reading and spelling the words put and help, and Sound Wall Cards to support articulation and differentiation in the "We Do" and "Differentiated Instruction" sections. Grade 2 materials also include an Instructional Time Guide and guidance for managing instructional time for skills lessons.

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

The materials in Bridge to Reading, grade 2, Unit 1, Week 1, provide extended learning opportunities through the "Bridge to Learning at Home" section. For spelling, families say each word and have the child write the word on paper, reinforcing learned spelling patterns using words such as box, trip, and foxes. The materials also include at-home guidance for reading the decodable passage. Families are prompted to help children highlight or underline red words, read them aloud, and identify suffixes such as -s, -ed, -es, and -ing. These activities provide structured practice to reinforce phonics and fluency at home.

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

Grade 2 materials include diagnostic Phonics Assessments that are recommended to be administered three times per school year–beginning (BOY), middle (MOY), and end (EOY). These assessments are linked in the grade 2 Bridge to Reading: "Assessments, Phonics Assessment" section. For example, the "Second Grade Phonics Middle of Year Benchmark" is one specific type of pre-assessment that can be found to uncover any misconceptions prior to teaching. This benchmark varies in format. Using the script, the teacher asks students to write words that were orally read in a sentence, and then another task consists of blending letters together to form the word. In grade 2, Unit 2, students are assessed in a variety of formats including formative (I Do, We Do, You Do), and summative (READ Book). Given tasks and activities from the READ Book, students are presented with multiple opportunities to document their learning by decoding, encoding, and responding to questions orally and in writing. An example of an assessment from the READ Book can be seen in Unit 2, Week 9, Day 4. Students are asked to construct, decode, and spell specific words with the r-controlled vowel in the READ Book. Grade 2 materials provide formative weekly checks for understanding that assess a combination of skills from a group of lessons. Each week progress monitoring tools in the READ Book are noted as Weekly Check on Day 5. These checks for understanding assess a combination of skills from the group of weekly lessons. For example, in the READ Book in Unit 3, Week 30, students are asked to write words that are read aloud by the teacher and write sentences orally provided by the teacher in a one-to-one environment. In the Bridge to Reading, grade 2, Assessment materials, Unit 4 includes an "Assessment Overview," "Whole Group," and "Individual Word Reading" sections. Unit level, or summative assessments measure a child's performance or progress in relation to a specific set of learning objectives for a given unit. Unit-level assessments include a variety of question types such as multiple choice and individual word reading in oral form. The results can guide decisions related to instructional planning, intervention, and differentiation. For example, the decoding section [has] students select correct responses from options that include pattern words like grow and alarmed and nonsense words like yile, helping teachers identify gaps that may exist in phonics. The individual word reading task provides additional diagnostic information as students read words such as climbed, really, and without aloud to demonstrate phonics application. Summative tasks include word dictation with examples like ground and knee, sentence writing such as "Do not get another lamb for the knock knock field trip," and recognition of red words like while and every. Tasks vary in delivery, including decoding, encoding, oral reading, and sentence writing, and question formats include multiple-choice, fill-in-the-blank, and open-response. In the Bridge to Reading, grade 2, Unit 4, Assessment Word Analysis Table, Class Observation, and Guidance Sheets), the lesson-level assessments include tools for both formative and summative checks that vary in task type and question format. Teachers use the Class Observation Sheet to document student performance during decoding, encoding, and oral reading. The Word Analysis Table breaks down features within each assessed word, such as digraphs, vowel teams, and r-controlled vowels, helping teachers identify skill gaps and reteach as needed. The Instructional Guidance Sheets for encoding and decoding include follow-up strategies based on error type, such as using Elkonin boxes, segmenting practice, and visual support. These materials support ongoing adjustments during instruction and allow teachers to collect real time data through oral responses, written work, and observation.

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

In the Bridge to Reading, grade 2, teacher guidance materials, each section explains the purpose of its assessment type. Unit Assessments are identified as summative tools. These summative tools measure mastery of phonics concepts taught in the unit. The assessments include tasks that require students to engage in tasks such as decoding, encoding, and individual word reading. Weekly Checks include an explicit explanation and intended purpose for educators. Weekly Checks can be considered a formative assessment aimed at monitoring student understanding of sound-spelling correspondences and red words. Teachers can use the results to adjust instruction and reteach as needed. In Bridge to Reading, grade 2, teachers can use the "Bridge to Reading Assessments" table (under the "Digital Curriculum" tab) to find definitions and examples of diagnostic assessments. The table explains the "Phonemic Awareness Benchmark" as a diagnostic tool that assesses a student's ability to isolate, blend, and manipulate sounds in spoken words. This assessment is administered to students individually three times a year. Teachers can also find definitions and administration details for weekly formative assessments, such as the "Weekly Observation Checklist," which emphasizes decoding and phonics application during instruction. This resource outlines the purpose, frequency, and format of each type of assessment and guides teachers on how to use the tool.. The materials include the definition of summative assessments and their role in evaluating student learning, skill acquisition, and overall achievement. For example, in Assessments, Red Words Assessments and Red Words Assessment Guidance on page 3, educators are presented with essential research and contributions that influence the how educators use the Red Word/High Frequency Word assessments at the Beginning of Year (BOY), Middle of Year (MOY), and End of Year (EOY) benchmarks. In grade 2, the materials illustrate strategies for providing additional time to students who have not yet mastered the content. For example, in Unit 4, Week 18, Day 3, Slide 4, the formative and informal observations conducted during the whole group lesson includes a Corrective Feedback section. The corrective feedback for Unit 4, Week 18, Day 3, Slide 4 recommends that if students decode words with an inaccurate vowel sound, the educator should remind them that vowels can stand for many sounds and prompt students to change the vowel and try again or with the schwa sound.

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

Bridge to Reading, grade 2, provides guidance to ensure the accurate administration of instructional assessments, offering detailed directions, timing recommendations, and scoring criteria. The Teacher Administration Page features precise scripts for teachers to read aloud during the encoding assessment, including modeled examples and practice opportunities. The Student Scoring Guide specifies proficiency cutoffs and encourages teachers to analyze error patterns. The Assessment Analysis Guidance Sheet provides follow-up instructional recommendations, ensuring consistency in scoring and instructional use. Grade 2 materials offer clear teacher guidance to ensure the consistent administration of instructional assessments. In Unit 3 Middle of Year (MOY) Phonics Benchmark, teachers can reference the "Assessment Preparation" and "Administration and Error Marking Guidelines" sections, which specify how to print and distribute materials, as well as administer the assessment either within a single session or over a span of two days. Educators are advised to allow a wait time of 7–10 seconds before proceeding to the subsequent word to ensure that all students have equal opportunities to respond. These standardized procedures contribute to the uniformity of assessment delivery across various classrooms. In grade 2, instructional assessments are supported by a guiding document that provides an overview of the assessment. The overview includes information to support educators' understanding of the assessments, ensuring consistency and standardized administration. The information included in the guided document is not limited to, but includes details about the time needed for each task. For instance, the grade 2 Assessments, Phonemic Awareness, Assessing Phonemic Awareness Guide states that students begin assessments in Week 1 of grade 2. Students are assessed on the concepts taught during that week and educators are encouraged to review previously taught concepts, with a specific focus on encoding. For example, teachers receive specific information on assessment procedures. Students spell six words to apply their knowledge of the taught phonics concept. As part of the assessment and data analysis, the educator dictates two sentences, the students repeat and write the sentences.

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

Grade 2 diagnostic assessments such as the Unit 4 Benchmark align with the TEKS and unit objectives, including TEKS 2.2B(iii) for decoding compound words and 2.2B(viii) for decoding words with vowel digraphs and diphthongs. Tasks include individual reading of words like without, climbed, and really, as well as identifying red words such as knee and knew. These assessments enable teachers to identify decoding gaps before instruction. In grade 2, the materials include summative unit assessments. The summative assessment aligns with the TEKS and provides a distinct synopsis of students' progress toward meeting the learning objectives for the course, unit, objective, skill, or task being presented to the student. Based on the assessment results educators can identify areas where students excel or struggle, allowing them to adjust their teaching strategies accordingly. For example, in grade 2, Assessments, Unit Assessments, Unit 1 Assessment, page 2, a table lists the components assessed, number of items, selected words, and the ELA and TEKS alignment. In Unit 5, students are asked to identify and read four high-frequency words—place, put, things, and until—aligned to TEKS 2.2.B.(vii) to demonstrate and apply phonetic knowledge by segmenting spoken words into individual phonemes. In grade 2, formative assessment is provided through Weekly Checks. Weekly Checks are administered to assess a combination of skills and TEKS from the current week's lessons. Each week, the READ Book includes a progress-monitoring Weekly Check on Day 5. Evidence of this is found in the READ Book in Unit 3, Week 30; a scripted guide shows that the educator asked students to write words that are read aloud by the educator and write sentences dictated by the educator in a one-on-one environment. In the Bridge to Reading, grade 2 curriculum, formative assessments, including Weekly Observation Checklists and Class Observation Sheets, are aligned with lesson-level Texas Essential Knowledge and Skills (TEKS) and objectives. Examples include TEKS 2.2B(ii) as it relates to the decoding of words with long vowels and TEKS 2.2B(iv) addressing the decoding of words with final stable syllables. During instructional time, educators observe decoding and encoding and use the "Word Analysis Table" to track features such as digraphs and r-controlled vowels. These tools allow teachers to adjust instruction in real-time.

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

The materials in the Bridge to Reading, grade 2 under the Digital Curriculum have an Assessment tab. This tab has specific information for the Unit Assessments. The instructional assessment items presented to support guidance 2.1 are TEKS-aligned and vary in levels of text complexity. For example, the Unit 4 Assessment Overview the materials show that the test is compiled of two parts: a whole group paper-based assessment and an individual word reading assessment. The students have multiple choice items, decoding, encoding and sentence dictation. An example where instructional assessment items range in varying levels of complexity can be pinpointed in the READ Book for Week 16; on Day 1, students are instructed to draw a line to connect two syllables to make a word. Instructional tasks build on prior learning. By Day 5 students complete an independent culmination instructional task: they apply the skills that they learned throughout the week, read a passage and respond in writing to a prompt. In the grade 2 materials, instructional assessments cover various complexities to ensure that student understanding is accurately measured across the different levels of books in the Haggerty Library of decodable books. For example, in the Think About Your Reading formative comprehension questions in the back of the book, Greetings, Earth! (Week 9) from grade 2, Heggerty Library, Haggerty Decodable Books, grade 2, Series 2. The teacher is provided with a series of formative comprehension questions that begin with a question that students should be able to answer from memory; the next question is one that requires students to look back in the text. The final question is a formative comprehension question that can not solely rely on the text. Students are required to use examples from the book along with skills learned throughout the week, inferences, and prior knowledge to respond to the formative comprehension questions. In the Bridge to Reading, grade 2, the Unit 6 Benchmark includes assessment items that align to the TEKS and reflect at least two levels of complexity. Students complete tasks such as identifying words such as measure, cough, or fancy from a set of three, and spelling pattern-based words such as picture and spill. This combination supports the TEKS by evaluating both word recognition and the ability to encode words based on phonics knowledge. These items reflect a range of difficulty and address TEKS 2.2B.i (decode words with short, long, or variant vowels, trigraphs, and blends), 2.2B.iii (decode words using knowledge of syllable division patterns) and 2.2C.i. (spell one-syllable and multisyllabic words using letter-sound correspondences, spelling patterns, and morphology). In Bridge to Reading, Texas, grade 2, the Unit 6 Benchmark includes items that represent more than two levels of complexity. Students complete decoding multiple-choice tasks, encode pattern and red words, and participate in dictation using full sentences like "Every poem mentions kindness and compassion." These tasks increase in demand and support instructional planning by assessing different skills across multiple item types. The assessment addresses TEKS 2.2B.i (decode words with short, long, or variant vowels, trigraphs, and blends), 2.2B.v, 2.2B.vii, 2.2C.i (spell one-syllable and multisyllabic words using letter-sound correspondences, spelling patterns, and morphology), 2.2C.iv addressing the decoding of words with final stable syllables, and 2.2C.vi.

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

The materials for grade 2 include Instructional Assessments and Scoring Guidelines that help teachers interpret student performance. The guidelines provide clear next steps for instruction based on the number of correctly spelled words. Weekly Checks serve as brief assessments focused on spelling and phonics. In Weeks 1–25, the materials suggest that if students spell 1–2 words correctly, teachers should reteach using Spell Tabs, Sound Wall cards, and segmenting strategies. If students spell 3–4 words correctly, the materials recommend that teachers provide targeted support in that specific area. Teachers can use "Boost" activities for intervention during small group sessions. In Weeks 26–34, the materials suggest that if students spell all words correctly, teachers can engage them in "Expand" activities for enrichment during small group sessions. These guidelines enable teachers to group students based on their performance and select appropriate remediation or enrichment activities.

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

In grade 2, the materials include instructional guidance for tasks and activities to target various skills, as 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 specifically guide the teacher with two tasks that would be appropriate to help students with rhyming recognition, using a visual representation using two colored boxes for onset and rime, and drawing attention to the features of their mouth as they say the words. In grade 2 of Bridge to Reading: "Foundational Skills", the "Scoring Guidelines for Weekly Checks: Scoring Guidelines Weeks 1–25" document provides guidance for interpreting student performance. There are activities listed if a student spells 1–2 words correctly. For example, the teacher can use Boost activities during small group instruction, or use Sound Wall cards or letters to review. The grade 2 Unit 5 Assessment download provides guidance for interpreting student performance. The Instructional Guidance Sheet: Decoding, a table that guides teachers for next steps for children who perform below expectations when decoding words with previously taught concepts. For example, if a student is making omissions, additions, and guessing, teachers can reinforce syllable division rules and/or model blending. The grade 2 materials provide teachers with information on how to use assessment data to guide whole-group and small-group instruction. For example, the scoring guidelines for Weekly Checks provides "Next Steps and Guidance for Instruction," which vary based on students' level of mastery of the week's spelling words and sentences. In grade 2, the materials include guidance that supports the teacher in using results from assessments to support the purposeful planning of tasks and activities for the appropriate grade level or course. For example, the Unit 3 Assessment in the Digital Curriculum includes a table that provides teachers with targeted guidance for supporting students who make letter-sound errors. The educator is provided one task that could be performed whole-group, small-group, or with the individual student as needed. The task is, "Letter/Sound Matching: Use Word Construction Cards or ABC Letter Cards (with keyword pictures) to review correspondences (e.g., b - bus, /b/, sh - shark /sh/)." Grade 2 Weekly Check data provides guidance to the teacher in adjusting instruction based on trends in the data. Based on the data, the Score Guidelines suggests that the materials recommend teachers use the guidance tool for spelling errors. It is recommended that the teacher reteach phonics skills with Spell Tabs and the digital blending board. The teacher targets specific patterns and uses Weekly Check results to form small groups. For example, students who show success in sentence dictation are recommended for Expand activities, while those needing support receive targeted strategies such as finger-spelling and rereading routines.

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.

The grade 2 Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth. Grade 2 includes Weekly Check: Class Recording Sheets for teachers located in the Weekly Check tab. The materials recommend that teachers record assessment data and track class progress with taught skills and red words. The materials recommend that teachers use the data they have gathered to inform small-group instruction or reteaching. The grade 2 materials provide educators with the tools, such as Weekly Check Class Recording Sheets. This tool is recommended to monitor student progress and growth, ensuring timely interventions and instructional adjustments. For example, in the Assessments for the Phonics Benchmark and the Middle of Year Phonics Assessment, the Class Tracking Sheet enables teachers to track student scores by syllable type and spelling pattern. The materials also recommend that teachers use the column designated to make notes for classwide observations on these skills. The grade 2 materials include Weekly Check: Student Tracking Sheet that allows students to monitor their growth and progress in spelling and sentence dictation. Students track their progress by checking boxes that indicate spelling accuracy and the recording of the word per sentence, aligned with the expectations of the Weekly and the Yearly Check. The Weekly Check helps students track skill development over time. As a result of the Student Tracking Sheet, students take ownership of their own learning through personal goal setting, which leads to an increase in their engagement, and active role in their education. The grade 2 materials include tools for teachers to track student progress and growth. Teachers can use the Weekly Check: Class Recording Sheet to record word and sentence dictation scores for each student weekly, with a column for notes on observations and next steps. These sheets allow teachers to monitor phonics development and spelling accuracy, helping them determine which students need reteaching or additional small group support. The grade 2 materials offer teachers Student Tracking Sheets that could be used by students as tools to monitor their own progress and growth and help students review their assessment errors. These tracking sheets allow students to identify what they understand and determine what they need to learn. For example, in Assessments, Phonics Benchmark, Middle of Year Phonics Assessment, a Student Tracking Sheet allows the teacher to track student scores by vowel pattern. Students can use this tracking sheet to their encoding progress; it can be revised to be more user-friendly for students.

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.

The grade 2 materials include lesson plans with integrated teaching moments that clearly review and reinforce concepts for students who have not yet mastered previous lesson objectives. For example, the "Boost" for Week 7, Day 4, provides this activity: "If students have difficulty reading the passage in the READ Book, provide them with Version 2 of the passage that can be found in the Oral Reading Fluency Book." In Bridge to Reading, grade 2, differentiated instruction is supported by resources like the "Intervention Lesson Plan and Guidance" from the "Bridge the Gap 2025" toolkit. This document offers targeted instruction for students who have not yet achieved proficiency in phonemic awareness skills, including guidance on decoding and encoding words, segmenting phonemes, and building words in print. Teachers are given a clear format that includes routines such as phonemic awareness warm-ups, word study practice, and application activities that reinforce specific skills. Differentiated supports are integrated into daily lessons through features like the "Boost" and "Expand" sections. For example, on Week 1, Day 1, students who struggle with decoding multisyllabic words are guided to label syllables and identify open or closed syllable types, while advanced students use word lists to build and manipulate syllables. These scaffolded extensions enable teachers to customize instruction based on student proficiency. In the Bridge to Reading, grade 2, teachers have access to the "Class Record Sheet and Guidance" and "Placement Assessment Scoring Guide" to help identify students who need additional phonemic awareness support. Based on these assessments, teachers can implement intervention lessons from the Bridge the Gap 2025 toolkit that target specific student needs through direct phonemic awareness instruction. These tools provide guidance for monitoring student progress and tailoring intervention to address the skills not yet mastered.

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)

The grade 2 materials provide embedded vocabulary instruction using multisensory routines, visual aids (e.g., vowel valley poster, Sound Wall, flashcards), and tools like Elkonin boxes and phoneme-grapheme mapping charts. Teachers are supported with sentence frames, labeling tasks, and oral language routines to help students connect spoken words to print and develop academic vocabulary. The materials include teacher guidance to build background knowledge and clarify unfamiliar references. For example, in Week 15, Day 2, the "We Do" section uses teacher questioning and modeling to guide students in decoding multisyllabic words. Scaffolded strategies such as interactive discussions, vocabulary cues, and modeled practice support comprehension of content-related language and structure.

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.

The materials in Bridge to Reading, grade 2 Phonics include a Differentiated Instruction Slide that offers an Expand opportunity for proficient students, which provides guidance for differentiation, enrichment, and extension activities. For example, in Week 8, Day 4, the Differentiated Instruction Slide features an Expand opportunity where students write alternate story endings using vowel team words and share with a partner. In the Bridge to Reading, grade 2, teachers receive guidance on differentiated instruction for proficient students. On Day 1, the "Expand" section suggests partners build sentences and spell short a words with Word Construction Cards. This helps students who already decode short a CVC words deepen their understanding through spelling. Materials include additional decodable books for small group or independent use, supporting comprehension, fluency, and decoding skills. In Week 27, Covered Wagon Life serves as enrichment with questions and a writing prompt for advanced students. The "Assessments and Guidelines for Interpretation of Data" for grade 2 explains how teachers can use phonics and phonemic awareness data to inform instruction. It includes optional assessments like the Red Word Assessment and Phonemic Awareness Placement Assessment, helping teachers identify proficient students and guide enrichment through connected and partner activities.

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.

Materials for grade 2 include explicit prompts to support teachers as they model and explain concepts. For example, on Week 11, Day 2, the prompts and guidance read as follows: "Yesterday, we learned about the complex vowels ew and oo, and built and read words with ew. Today we will learn more about the complex vowel spelled with oo." Display Word Construction Card oo. Remember, complex vowels are letter combinations that stand for a unique vowel sound. Standardized prompts, such as the one used in this lesson, promote consistency in instructional practices. The material in Bridge to Reading, grade 2 includes prompts to support teachers in modeling and explaining concepts. For example, in Week 13, Day 1, teachers are instructed to say: "We have been learning about complex vowels and syllable division. This week, we focus on complex vowels that stand for the /aw/ sound." Display Word Construction Cards au, aw, spelled with au and aw. Then, model reading words with the /aw/ sound. The grade 2 materials include a learning library, which includes Skill Tutorial videos. These videos guide teachers on how to implement various components and strategies used throughout the curriculum, such as the finger-blending and finger-spelling strategies. In the Bridge to Reading, grade 2, Week 1, Day 1, the materials prompt the teacher to use the Sound Wall Cards to model proper articulation and to have children use a mirror to watch their mouth formation. These direct prompts support explicit modeling of phonemic awareness.

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

In Bridge to Reading, grade 2, Week 3, Day 3, "I Do," materials include scripted teacher language and modeling prompts like: "Yesterday, we worked with consonant digraphs th, wh, and ck. Today, we will continue building words with these digraphs and the -ed ending. Remember, adding an ending can change a word's meaning." Teachers write specific sentences on the board and read aloud, prompting students to notice the rise and fall of their voice: "Remind children to listen for voice changes as you read." Week 3, Day 3, "We Do" and "Jump Out," uses word sorting, sentence creation, partner reading, and fluency practice. Teachers help students identify -ed words, categorize by final sounds (/d/, /t/, /id/), and ask questions like "Does your throat buzz when you say /d/?" and "What sound does the -ed ending stand for?" In Jump Out, students read with proper intonation, encouraging peer discussion and feedback routines. The grade 2 materials incorporate a range of multisensory instructional strategies to enhance students' learning. The curriculum introduction provides an overview of each of these strategies, including skywriting, finger-blending, and word construction cards, which are then integrated into daily lessons. For example, on Week 7, Day 3, students use word construction cards to create words with the ai and ay vowel teams. The materials for grade 2 provide explicit directions for effective lesson delivery by including detailed lesson plans with step-by-step instructions. For example, Week 6, Day 1, guides the teacher to use the Finger-Blending Strategy with students, "Display Word Construction Cards j, o, k, e. Guide children to blend each sound, /j/ /ō/ /k/, using the Finger-Blending Strategy. Have children build the word with their Spell Tabs."

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

In Bridge to Reading, grade 2, Week 3, Day 3, students engage in various practices: individual, partner, and collaborative. During "We Do," students blend and read words like tuck and things with word construction cards and Spell Tabs. The "You Do" segment involves independent work in the READ Book. In "Jump Out," students take turns reading with a partner, discussing the -ed sound, and practicing fluency. Materials provide guided instruction to help teachers establish routines for effective practice, keeping students focused. Each lesson starts with the teacher modeling a phonics strategy in the I Do section, followed by students practicing with the teacher in the "We Do" section, then independent practice. The Getting Started Document explains the "We Do" section as children applying modeled strategies and exploring new sound-spelling relationships through word building, including practicing new sounds as shown on the Sound Wall Card. Grade 2 Digital Curriculum offers professional development videos to assist with implementation. For example, the video library has topics available for teachers that cover things like decodable texts, the Fidelity Checklist, and how to implement the daily lesson videos. Week 3, Day 3, students engage in multiple types of practice, including individual, partner, and collaborative work. During the "We Do," students blend and read words like tuck and things using word construction cards and Spell Tabs. The "You Do" section includes independent work in the READ Book. In the "Jump Out," students take turns reading with a partner, discussing the -ed sound in context, and practicing fluency together.

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.

Multilingual learner instruction is part of Week 3 activities in the grade 2 Digital Curriculum, providing extra support for oral language, phonics, and red words. For example, Week 5, Day 3 builds background knowledge about zoos with animal pictures, and students receive the sentence stem, "I would like to see a at the zoo because ___." Differentiated Instruction slide offers a Multilingual Learner Connection with guidance for educators on providing multiple support levels. These supports develop oral language, practice phonics, and expand word knowledge. For example, in Week 8, Beginner/Intermediate learners work on multi-meaning words and the Red Word right. Teachers use Total Physical Response to demonstrate two meanings of ring, "glasses," wave, and bat, acting out one meaning for students to identify. The material in the curriculum suggests that students who were rated as Intermediate or Advanced learners practice the words by writing them on index cards and can extend activities by acting out different meanings. Additional grade 2 materials include lesson plan sections for Emergent Bilingual (EB) students with accommodations for different language levels. The Getting Started Document details Multilingual Learner Connections, where on Day 3 weekly, MLs connect learning to their funds of knowledge. These activities scaffold lessons, support language development, build background, and vocabulary, with teachers helping MLs understand connected text passages from the READ Book. In the Bridge to Reading, grade 2, Week 13, Day 3 materials include guidance that help students engage with academic language according to their proficiency. Under "Multilingual Learner Connection," teachers help beginners say words, segment sounds, and write letters, such as, felt, haul, molt, and sow. Intermediate and advanced students work with more complex words such as chalk, fault, talk, laundry, and vault.

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

Grade 2 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. These videos and materials provide strategies and guidance to support emergent bilinguals and multilingual students. The materials in grade 2 provide a guide on how to implement resources to support multilingual learners. The Supporting Multilingual Learners Guide explains how the daily phonics lessons, as well as the additional support on Day 3 within each weekly lesson, guide the instructor on best practices and strategies such as modeling and building background knowledge or content knowledge. Embedded guidance for practical implementation includes detailed plans with specific language objectives, video demonstrations of instructional strategies, and interactive teacher guides that offer practical tips for scaffolding content and language. These resources help teachers use the program effectively. For example, in Week 14, Day 3, the Multilingual Learner Section suggests that teachers create a word sort with diphthongs "ow" and "ou." The curriculum encourages teachers to write words such as brown, clown, cow, how, count, couch, and loud on index cards, along with matching pictures. Teachers prompt students to say the word, encourage them to repeat it, and then use the Finger-Blending Strategy to segment the sounds. By showing word and picture cards, using the words in sentences, and guiding students to sort the cards correctly, teachers effectively adapt their instruction to meet their students' needs.

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.

Phonics Day 3 differentiated instruction slide includes a Multilingual Learner Connection for educators. For example, on Week 7, Day 3, students use the READ Book to complete a close reading activity that builds vocabulary while practicing the phonics skill for the week. The grade 2 phonics activity suggests students analyze text and write responses, using academic language and making connections. For example, on Week 15, Day 5, after reading I Am an Astronaut, students complete the Think and Write Section about what they want to see outer space. Repeated opportunities to practice and reinforce language skills through speaking and writing fosters language development and content understanding. The grade 2 materials help teachers engage multilingual learners in written discourse by having students write about what they learned, like using comparison words such as smaller or taller. In Week 23, Day 3, students practice using -er words to compare and draw and label pictures of their sentences, like "The animals stood by the tallest tree in the forest." 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 Scope of Sequence in the Digital Curriculum outlines the progression of grade 2 phonics skills. Instruction begins in Week 1 with short vowels (a, i, o) through CVC and CCVC words. By Week 4, educators introduce digraphs, blends, and inflectional endings. From Weeks 7–9, students learn about vowel teams, followed by r-controlled vowels in Week 10 and diphthongs by Week 14. During Weeks 23–28, learners explore suffixes in multisyllabic words, and Weeks 29–34 cover advanced patterns such as vowel teams, affixes, contractions, and final stable syllables. This structured sequence allows students to build on previous skills through consistent guided and independent practice. The "Scope and Sequence" document and the Lesson Plan Guide in the Digital Curriculum Guide and Heggerty Library provide a systematic framework for phonics instruction. This approach incorporates decodable texts and word practices that align with weekly focuses, reinforcing mastery of sound-symbol relationships and promoting growth in reading and writing skills.

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.

The materials in the Bridge to Reading: Texas Bridge to Reading Second Grade Phonics Week 20, Day 4, You Do has explicit practice using the decodable text The Spelling Bee. This text provides opportunities for the students to continue practice with compound words with two or more syllables as guided in the scope and sequence for that week. The materials in the Bridge to Reading:Texas Bridge to Reading Second Grade Phonics, Week 17 Day 3 provides explicit practice opportunities for phonics skills in isolation in the You Do section. Students will use the READ to practice filling in the blank by identifying the word that contains silent consonant combinations. -The Grade 2 materials include decodable texts which provide direct practice for phonics skills. Each decodable text includes a scope and sequence as well as a lesson plan. For example, for the book A Wishful Thought, the teacher instructs the students to encode words using whiteboards and markers to draw lines to separate each syllable. The Grade 2 online curriculum includes direct practice opportunities for phonics skills in isolation. In Week 16, Day 1, “I Do,” the teacher displays the Sound Poster and models how to divide sounds of multisyllabic words with the consonant+le pattern at the end of a word. Students are given the opportunity to practice identifying patterns and blending syllables. They are then instructed to complete an independent activity in their READ book where they will draw a line to connect the two syllables to make a word. -In grade 2, the materials include daily whole-group lessons with teacher-guided activities for explicit (direct) practice opportunities for phonics skills in isolation. The materials provide scripts and guidance for modeling each skill. For example, week 8, day 2’s activities include: Identify words with short vowels ĕ, ŭ and final consonants -zz, -ff, Build, decode, and spell words with short vowels ĕ, ŭ and final consonants -zz, -ff, and Read and spell high frequency words does, land. In grade 2, the materials include weekly decodable reading activities that integrate previously taught phonics patterns to support skill retention and fluency. After guided practice, students independently read decodable words or sentences aloud. For example, week 8, day 2’s activities include: reading the words does and land three times, reading a sentence with the word in it, and writing a new sentence with the word in it. - The Bridge to Reading Texas, Grade 2 materials include explicit (direct) phonics practice in isolation using word-building strategies with syllable cards and sound-by-sound spelling. In Week 3, Day 1, “I Do” and “We Do” instruction guides teachers to model how to segment and spell words with consonant digraphs like /sh/ and /ch/. Students decode and encode by identifying the vowel and consonant sounds, then spelling and reading words such as fish and ship using Elkonin boxes and word construction cards. The Bridge to Reading Texas, Grade 2 materials provide intentional ongoing phonics practice using decodable texts that reinforce previously taught digraph patterns. In Week 3, Day 1, “You Do,” students apply decoding skills by completing pages 18 and 19 of their READ Book, where they read and respond to words containing the digraphs /sh/ and /ch/.

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

The materials introduce each lesson with a consistent routine, enabling students to apply their phonics knowledge with increasing fluency. As teachers scaffold instruction, students enhance their decoding and spelling skills, which improves their overall performance. For example, in Week 8, Day 4, the teacher starts the lesson by saying, "We have been learning about vowel teams that represent the long o, long i, and long e sounds. Today, we will focus on vowel teams that represent the long u sound, /ū/ or /oo/, using the letters ue." The lesson progresses through 3 scripted phases: "I Do" (Teacher Modeling), "We Do" (Teacher-Guided Practice), and "You Do" (Student Independent Practice). This Gradual Release of Responsibility framework, guided by the teacher, creates a systematic and sequenced approach to phonics instruction. By consistently using this modeling structure across days and units, we establish a predictable routine that helps students internalize their skills. The grade 2 materials include explicit phonics instruction. Each lesson includes a scripted "I Do, We Do, You Do" activity. The targeted skills, such as isolating and articulating the r-controlled vowel sound /or/ in Week 10 Day 1, allow for a student-friendly approach to mastery of the TEK. In grade 2, Daily Lessons include detailed guidance for teachers to deliver explicit phonics instruction. Each daily lesson has an "I Do" section that begins with a scripted student-friendly objective; then the teacher models how to do the learning target before guiding the class to do it together in the "We Do" section of the lesson. For example, in Week 18, Day 1, "I Do", the scripted learning target is "This week, we will learn about the schwa sound, /ə/ which sounds like the short u sound, /ŭ/." The teacher then uses scripted modeling in the "We Do" section. The scripted modeling is: "The words amazing, astonishing, applause, achievement, announces, accomplishments, award, announcer, alarm, asleep, awake, and again all have the schwa sound /ə/ at the beginning of the word. In these words, the vowel a stands for the schwa sound." In grade 2, the materials include daily whole-group lessons with teacher-guided activities for explicit (direct) practice opportunities for phonics skills in isolation. The materials provide scripts and guidance for modeling each skill. For example, Week 8, Day 2's activities include: Identify words with short vowels ĕ, ŭ and final consonants -zz, -ff; Build, decode, and spell words with short vowels ĕ, ŭ and final consonants -zz, -ff; and Read and spell high frequency words does, land.

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

The materials provide explicit, guided instruction through the "We Do" section of each daily phonics lesson, supported by embedded guidance for immediate and corrective feedback. For example, Week 12, Day 3, the teacher tells the students they will find words in a sentence that have complex vowels oo or ou. The material offers guidance on how to support students who say the sounds correctly, but blend them together incorrectly by either getting sounds out of sequence, adding or omitting sounds, supporting them in sequencing and remembering sounds, and using continuous blending. The grade 2 materials provide consistent, explicit, and direct instruction that includes immediate and corrective feedback. Each lesson follows an "I Do, We Do, and You Do" structure, which supports students as they learn phonics patterns, such as Consonant + le or the /oo/ sound. Materials recommend that teachers model the target skills using sound posters and word cards, then actively guide students through partner work, prompting them with both visual and verbal cues, and providing practice. Throughout the lessons, the material suggests teachers integrate corrective feedback, using scripted responses and tools such as the Corrective Feedback Guide and digital Sound Wall Cards to address errors in real time, resulting in strengthened phoneme-grapheme understanding.

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

Grade 2 Daily Lessons include opportunities for students to practice phonics skills through collaborative and independent practice by using the READ Book. For example, in Week 23, Day 3, students practice adding one of the suffixes -er, -est, or -ly to a word to make a sentence make sense. The material also suggests other activities in the "Collaborative Oracy" Component of the lesson. For example, in Week 31, Day 1, the material suggests that students practice phonics skills through collaborative learning and share with a partner about what they wonder or think is happening using predicate expanders. In the grade 2 materials, the Week 9, Day 1 lesson includes explicit instruction on articulating the r-controlled vowel sound /ar/. The "We Do" guided instruction includes a "Collaborative Oracy" activity which requires the students to work with a partner to identify and share out verbs using the Sound Poster. They then create a sentence using the /ar/ words they have discovered. Each of the daily lessons within the grade 2 materials ends with a "You do" independent practice activity for the student within the READ Book. For example, the Week 11, Day 1 independent practice activity has the students choose the word that completes each sentence. This practice sheet requires students to decode words that end with /ew/. In grade 2, the materials include opportunities for independent practice for students to practice the skills from that day in the daily READ Book activities. For example, Week 6, Day 2 includes an opportunity for students to practice reading and writing high frequency words. The READ Book activity for this day has students practice saying the words why and any, read them in a sentence, then write them in a sentence. In grade 2, the materials include some opportunities for students to practice through collaborative learning that provide an engaging learning environment. However, these collaborative activities are not offered on a daily basis or more than once per day. Occasional collaborative activities can be found under the heading "Collaborative Oracy". For example, in Week 3, Day 1, the teacher is provided with the script where students are prompted to "Turn and talk to a partner about what common and proper nouns they see in the Sound Poster." As children share, the material suggests that the teacher circulates to provide feedback or coach children to create names for the children and adults in the Sound Poster. The material prompts the teacher to call on children to share their common and proper nouns.

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

The grade 2 curriculum includes intentional cumulative review weeks throughout the units to reinforce previously taught skills. Each lesson begins with a "Jump In" section that activates students' prior knowledge of vowel sounds and syllabication. For example, on Week 7, Day 1, the teacher guides students to review the long and short a sounds using sound wall cards and clapping patterns. On Week 15, Day 2, the teacher helps students apply their prior knowledge by dividing words with closed syllables, such as "picnic" and "rabbit." On Week 16, Day 2, students use the READ Book to complete multisyllabic words. The review opportunities follow a deliberate sequence to reinforce previously taught skills across lessons. In grade 2, the lessons use consistent routines that integrate multisensory strategies to introduce and review phonics skills. For example, on Week 14, Day 1, the materials recommend the teacher to guide students with using the finger blending strategy to blend phonemes such as, j/ /oy/ /n/, a routine reinforced throughout phonemic awareness and phonics activities. Each "jump" includes intentional review of prior skills, such as a circle game in Week 14, Day 1, that helps students identify complex vowels through interactive word practice. These opportunities for review are intentionally sequenced to reinforce previously taught skills across lessons.

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

In grade 2, the curriculum includes practice opportunities for structured phonics skills that have been explicitly taught. For example, in Week 15, Day 3, students revisit the VCV syllable division pattern in their READ Books. The teacher reminds students, "You completed a lesson on the VCV syllable division pattern in a previous lesson," and then guides them through the assignment: "Draw a line to connect the two syllables to make a word, then write the word on the line." This allows students to independently apply and reinforce what they learned during guided practice. The curriculum includes structured opportunities for students to practice and apply targeted phonics skills during both guided and independent practice. For example, in Week 14, Day 1, the target skill requires students to identify words with the /oy/ sound, spelled with the diphthongs "oy" and "oi." The teacher utilizes the Diphthongs Sound Poster to read a short passage. Then, students actively practice content by identifying words from the story that contain the /oy/ sound. The practice activities align directly with previously taught material. The curriculum suggests that, on Week 18, Day 1, students complete an activity in their READ Book that builds on the Schwa sound lesson from the "We Do" component. Students fill in sentences using the correct word containing a Schwa sound. These activities are intentionally aligned to previously taught content, ensuring that independent tasks provide structured reinforcement of explicit instruction.

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

Grade 2 materials include a Scope and Sequence and Heggerty Library Resource where information about practice materials may be obtained. For example, in Week 9 the Decodable texts, Greetings, Earth! is used to focus on Long Vowel Teams: oa, oe, ow; r-Controlled Vowels with Syllable Division. Each decodable book builds on each other. Each book provides a connected text reading with phonics skills, and also includes previously taught phonics skills from the previous books. In Week 5, material suggests that students will read grade 2 decodable reader, "The Book Trip," which focuses on consonant blends and the silent e skills students learned earlier in week. The material recommends teachers review the grade 2 Scope and Sequence along with the lesson plans to grasp the sequence of skills linked to all of the decodable readers. In addition the lesson plans incorporate multisyllabic words that students previously know. Each decodable text reinforces new skills while providing cumulative review of earlier patterns. In grade 2, students engage with decodable books that reinforce previously taught skills. For instance, in Week 24, Day 4, students read a decodable text titled "Duck At The Dentist," which incorporates suffixes like -ful and -less as outlined in the weekly lessons. The curriculum also includes materials designed to review essential skills, such as consonant blends and digraphs, through the Decoding and Encoding Practice Menu. In Week 24, Day 4, during the Phonics lesson for "You Do," educators facilitate Encoding and Decoding Activities. For example, one activity is Word Ladders, where students start with a word at the bottom of the ladder and change one sound at a time to create new words, continuing this process until they reach the top.

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

The materials in the grade 2 Phonics curriculum 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 grade 2, the use of decodable text begins in Week 1. Each text is aligned to the phonics concept for the week to reinforce and practice those skills. For example, the book "Rob and Pim Move In" emphasizes the phonics concepts Short Vowels: a, i, o (CVC, CCVC words) Endings: -es, -s, -ing, -ed without spelling changes. The materials provide opportunities for practice in isolation with decodable and connected text. In Week 23, Day 4, the students use the READ Book to read the text "The Bravest of All" that includes Inflectional Endings & Suffixes: -er, -est, -ly, which is part of the focus for Week 23 lessons. After explicit instruction on digraphs, blends, clusters, and -ed endings, students are given practice opportunities with decodable readers such as "Splash and Stretch." After explicit instruction on the identification and articulation of the /oo/ sound spelled with ew, students are given the opportunity to make new words with ew using their word construction cards. In grade 2, the lesson plans refer to decodable words that include VCe words after the syllable type has been taught. For example, Week 24, Day 4, READ Book includes a decodable text called "Duck At The Dentist." Students are given a text that has the suffixes -ful and -less to read, which is the skill from the weekly lessons. In grade 2, the materials provide texts to review skills such as consonant blends and digraphs, in the Decoding and Encoding Practice Menu. For example, in the Week 24, Day 4, Phonics lesson for You Do, the Encoding and Decoding Activities/Practice provides the educator practice such as Word Ladders, "Word Ladders: Begin with one word at the bottom of a ladder. Have students change one sound to make a new word. Students continue creating new words by changing one sound until you reach the top of the ladder."

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

In the Bridge to Reading, grade 2, the materials include developmentally appropriate assessment tools such as the End of Year Benchmark, which evaluates students' application of sound-spelling patterns and phonics skills across various assessment item types. Students spell 24 words of increasing complexity, including CVC, digraphs, vowel teams, diphthongs, and multisyllabic words such as, talent and checkout. These items are organized by category and scored using a standards-based tracking sheet and rubric. Educators can access analysis tools that highlight specific patterns and sound types where students may require support. Materials include a variety of assessment tools that are developmentally appropriate when tracking student learning. The Assessment Analysis and Guidance Sheet provides teachers with a breakdown of encoding errors, such as letter-sound misrepresentation, omissions, and inaccurate multisyllabic spelling. It offers targeted support suggestions, like segmenting words with manipulatives or mapping syllables by sound, enabling real-time instructional adjustments. Assessment tools such as this help educators when assessing data when differentiating instruction to determine how to support the needs of all students. In the grade 2 materials, assessment tools are developmentally appropriate and are designed to progress from simpler to more complex tasks. An example of this is in the Assessments, Phonemic Awareness, Administration Guidelines for the Heggerty Phonemic Awareness Assessment, Phonemic Awareness Placement Assessment, where students are first asked to isolate the final sound in the beginning of the assessment, then later they are asked to isolate the medial sound, and even later they are asked to say the add an initial sound, which are varying levels of complexity as they continue in the assessment. In the grade 2 materials, assessment tools are developmentally appropriate and are 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 in the back of the book, Greetings, Earth! (Week 9) from grade 2, Heggerty Library, Heggerty Decodable Books, grade 2, Series 2. The educator is provided a series of comprehension questions. The teacher is provided with a series of comprehension questions. 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.

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

In the Bridge to Reading, grade 2 materials, the Weekly Checks accurately measure student phonics knowledge using clearly defined scoring rubrics and differentiated support suggestions. Guidelines for Weeks 1–25 provide guidance based on how many words or sentences a student spells correctly. For example, if a student spells fewer than two words correctly, teachers are directed to use Sound Wall cards, segmentation strategies, and additional Read Board support. If more than half the sentence is incorrect, the materials direct teachers to reteach missed red words and reinforce decoding skills using finger spelling. These tools ensure accurate interpretation and targeted instruction. The materials in the Bridge to Reading, grade 2 under the "Digital Curriculum and Assessments" tab are a Phonic Benchmark drop-down. This contains a Phonemic Awareness and Phonics Guide download. In the Assessing Phonics section it states that phonics is assessed for grade 2 through a decodable passage beginning Week 1 on Days 4 and 5 through decodable passages providing all children with the opportunity to read connected text and apply new learning and on Day 5 through weekly check for spelling six words using their knowledge of the taught phonics concept. In grade 2, the materials provide formative mid-unit checks to measure students' acquisition of grade-level phonics skills accurately. Each week, progress monitoring tools in the READ Book include a Weekly Check on Day 5. These checks are designed to assess phonics skills. For example, in the READ Book, Unit 3, Week 30, students are asked to orally write words that are read aloud by the teacher and write sentences orally provided by the teacher in a one-on-one environment. In grade 2, the materials recommend formally assessing students at least three times in a school year: at the beginning of the year, in the middle of the year, and at the end of the year. The materials also embed assessment opportunities throughout the lessons to determine if students are making adequate progress with the provided instruction. For example, one piece of evidence that is used as a pre-assessment to uncover any misconceptions prior to teaching is the grade 2 Phonics Middle of Year Benchmark.

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

In the Bridge to Reading, grade 2 materials, the assessments include opportunities that span across the school year that align with progress monitoring tools. The assessment chart indicates that End-of-Unit assessments and Unit-Based Word Reading are administered four to six times per year. Additionally, Weekly Checks and Weekly Observation Checklists are used on a weekly basis to measure phonics mastery and application. In the grade 2 Assessment tab is an Assessment of Red Words: Guidance Document. This document explains that the red words are from the Dolch Sight Word list. By mid year, the goal is for grade 2 to know 200–300 words and by the end of year master 300–400 words. Throughout the course of the school year, students are provided with instructional tasks where they are exposed to these words until they are assessed. Another form of assessment that spans across the school year that serves as a progress monitoring tool that the program recommends is the fluency assessment. The Fluency Assessment is administered three times a year in grade 2. There is a Fall, Winter, and Spring Fluency assessment and it is used to measure a student's ability to read a passage accurately at an appropriate rate and with good expression. In grade 2, the materials provide summative unit assessments. The materials include assessments that provide guidance on which students need progress monitoring based on formal assessment data for the course. Teachers can identify areas where students excel or struggle, allowing them to adjust their teaching strategies accordingly. An example of this is in grade 2, Assessments, Unit Assessments, Units 1–6. The Bridge to Reading, grade 2 materials provide teachers with formal and informal assessments that are aligned with instructional goals. Weekly Checks assess phonics application through dictation, while Observation Checklists allow teachers to monitor student understanding during daily routines. These tools support consistent monitoring of student progress throughout the year.

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

In grade 2, the materials include a Video Learning Library, which includes guidance for the teacher on implementation of the Heggerty program. The video titled, "Phonemic Awareness: Using Assessment Data to Inform and Plan Instruction," guides the teacher on how to analyze data to provide differentiated instruction for student mastery. There are additional recommended data management tools for tracking individual student progress to assist teachers with making instructional decisions to accelerate instruction that can be accessed in the Video Library. In grade 2, the Scoring Guidelines for Weekly Checks Weeks 26–34 provide guidance for interpreting student performance. In the material, there is a table that guides teachers on strategies to use to accelerate instruction after giving the spelling assessment. For example, it states if a child spells two words correctly, no additional support is needed. The Weekly Checks TEKS Alignment and Instructional Guidance Suggested Proficiency Levels are based on percentage of accuracy, and they are: Proficiency levels are Beginning 60 percent and Below; Developing 61–79 percent; Proficient 80 percent and above. These percentages can be used to identify children that may need additional support. Class performance should be reviewed to identify common errors or trends that may require additional instruction. In grade 2, the materials include assessment tools that yield data teachers can easily analyze and interpret to make appropriate instructional decisions to accelerate instruction. These reports are found in the Reports section of the Digital Assessment feature of the curriculum. An example of this is in the View Reports. The teacher is able to assess data reports by navigating to the student icon, then select the encode summary icon, next the teacher selects the student they would like to interpret data for. The data can be interpreted across all assessments that the student has taken for the current year, and this data can be interpreted by percentage of correct responses or count correct. The teacher can use the data for planning differentiation or acceleration for encoding, and decoding. In addition, the material allows teachers to track student progress on specific skills such as r-Controlled Vowel and Complex Vowel words with data reports assessing each skill and identifying each student as Proficient, Developing, or Beginning. The Bridge to Reading, grade 2 materials include data-management tools that allow teachers to track individual student progress through Weekly Check assessments. These assessments are administered at the end of each week and scored either by the teacher or by students using a provided answer key. Performance data is gathered for spelling and sentence writing and used to determine next instructional steps. For example, if a child spells only one word correctly, the materials guide teachers to use small group instruction with Boost activities, Sound Wall cards, and digital blending tools. Students who spell both words correctly require no additional support. Sentence-writing results teachers use this data to adjust instruction, such as when to reinforce finger-spelling or segmenting strategies. The materials also recommend guidance when using data to form or adjust groups. Teachers are directed to collect data through Weekly Check results, decoding application, and classroom observations. Groupings are reviewed every 3–4 weeks using data collected from assessments and instructional routines. The materials recommend using Boost or Expand activities, Spell Tabs, Red Word mats, and digital blending boards for differentiated small group instruction. Grouping decisions are based on students' success with taught phonics patterns and red words, ensuring instruction is tailored to students' current learning needs. The materials in the Bridge to Reading, grade 2, Unit 6 Assessment download provides guidance for how teachers can accelerate instruction. The Instructional

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

The materials include guidance on using data management tools to progress monitor and inform teaching in order to plan next steps for acceleration and differentiation. For example, teachers utilize Weekly Check: Class Recording Sheets to analyze patterns and errors in whole-class performance on skills such as spelling, sentence dictation, and phonics conventions. The curriculum suggests that teachers look for consistent trends and errors in student mastery to decide whether to reteach or extend instruction in those targeted areas. The curriculum material includes guidance for teachers on how to use data management tools to track the progress of all students in the class. For instance, the Digital Assessment component offers a comprehensive electronic data-management system that generates performance reports on students' decoding and encoding skills. Teachers can access reports for the grade 2 Encoding and Decoding assessments at the Beginning of Year (BOY), Middle of Year (MOY), and End of Year (EOY) benchmarks. These reports in the digital assessment component in the curriculum, display whole-class charts showing the percentage of students at each proficiency level (Proficient (green, ≥80 percent), Developing (orange, 61–79 percent), (red, ≤60 percent)) based on decoding and encoding skills. They also provide individual student performance data, which can be viewed by percentage or by the number of correct answers across all assessments taken during the year. Teachers can access these reports by navigating View Reports > Student > Encoding or Decoding Summary and selecting the desired student. This data helps inform instructional decisions, such as whether to reteach skills, form targeted small groups, or differentiate instruction using built-in Boost or Expand tasks. The reports in the digital assessment component in the curriculum, also support whole-class progress monitoring by identifying trends in skill areas, such as r-controlled vowels, Complex Vowels, Diphthongs, and Multisyllabic words. If most students fall below proficiency in a specific area, the program recommends reteaching and using additional practice activities provided in the materials. These insights guide both intervention and acceleration planning using myheggerty.

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

The materials provide specific guidance for monitoring student progress by addressing both strengths and needs. The materials provide guidance to accelerate learning for students who demonstrate proficiency by offering extension activities, such as Expand suggestions in daily lessons and targeted tasks in the Beginning of the Year Phonics Benchmark, which align with mastered or upcoming decoding skills and support continued growth through independent or small group enrichment. To meet the needs of students requiring additional support, the materials provide reteaching guidance based on assessment data. For example, if fewer than 80 percent of students demonstrate proficiency on the Weekly Check, the materials direct teachers to replace written activities with reteaching sessions on Day 5 or Day 1 of the following week. The Weekly Check scoring guidelines provide "Next Steps and Guidance for Instruction" based on individual mastery levels, offering tailored support for students struggling with specific skills like spelling. The materials provide tools for addressing foundational skill gaps, such as the use of sound wall cards, mirrors, and tactile strategies to help students who have difficulty articulating vowel sounds. The Phonemic Awareness Assessments Corrective Feedback Guide provides structured responses for specific student errors, such as rhyme recognition, using visual tools, and articulation modeling. The Digital Curriculum includes assessment-linked support, such as letter-sound matching tasks using keyword picture cards, to reinforce learning for students identified through unit assessments as needing further practice. The materials also provide guidance for the use of optional assessments, including phonemic awareness placement assessments, Red Word Assessments, and spelling checks, which enable teachers to monitor growth and make instructional adjustments. These tools help to support teachers so that they can plan and deliver instruction that responds directly to each student's strengths and needs, promoting mastery through purposeful, data-driven decision-making. For example, the materials instruct teachers.

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

Materials for grade 2 provide structured guidance for using progress monitoring data to tailor instruction and accelerate learning. The curriculum suggests that student performance is categorized into Beginning: ≤60 percent, Developing: 61–79 percent, Proficient: ≥80 percent, levels based on phonics accuracy, helping teachers identify whether students need intervention, additional practice, or enrichment. This information allows teachers to address learning gaps early and adjust instruction accordingly. Recommended next steps include actionable items, such as reteaching skills through small-group instruction or using the Bridge the Gap Placement Assessment for targeted intervention. Materials also support acceleration with differentiated Boost or Expand tasks built into daily lessons. The Bridge to Reading, grade 2 materials include guidance on how to accelerate learning based on progress monitoring data. Teachers can use Weekly Check results to determine whether reteaching is needed in whole group or small group settings. For example, if fewer than 80 percent of students demonstrate proficiency on the Weekly Check, the materials guide teachers to reteach the phonics concept or red words from that week during Day 5 or Day 1 of the following week in place of the written Jump In activity. This ensures students have a second opportunity to master the targeted skill before new instruction begins. The Bridge to Reading, grade 2 materials include additional support for accelerating learning through optional assessments that provide more targeted insight into student needs. For example, the Bridge the Gap phonemic awareness placement assessment can be used to identify students needing intervention. Progress monitoring assessments linked to this tool allow teachers to track growth and adjust instruction accordingly. The materials also offer Red Word Assessments and phonics spelling checks to monitor mastery and inform further instructional decisions.

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 materials provide systematic and explicit instructional guidance for developing oral language through modeling and structured partner practice. For example, on Week 13, Day 4, the curriculum suggests that the teacher demonstrates how to respond to a question with a complete sentence by saying, "What other types of things might you see or do at a park? Listen to how I answer this question: When I go to the park with my family, I like to play disc golf." The curriculum suggests that the teacher presents students with a prompt where they turn and talk with a partner to share their own responses, using similar structures. In grade 2, the materials prompt the teacher to model how to respond to a question in a complete sentence. For example, in Week 23, Day 1, the teacher prompts the students to answer in a complete sentence by saying, "I can see in the Sound Poster that the children are eating apples. Listen to my sentence: They stopped to get apples. Why did they stop? (To get apples)." The material suggests that the teacher provides coaching and feedback on sentence structure, but no specific coaching or feedback examples are given in this specific example, and it would be beneficial. Teachers can provide rich oral language environments for students when they have systematic and explicit guidance to follow and ensure students develop oral language skills.

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

In grade 2, teachers guide students in social communication for different purposes by encouraging them to share their personal experiences and preferences with peers. For example, in Week 19, Day 4, the teacher says, "When it is playtime, I like to play musical instruments and sing." Then, students turn to a partner and discuss what they enjoy during playtime, followed by sharing their thoughts with the class. In grade 2, the materials guide the teacher in supporting students as they develop academic communication for various audiences through collaborative tasks that involve both small-group and whole-class interaction. For example, on Week 19, Day 1, students identify appositives by responding as a class, then they create sentences with appositives with a partner, and share them aloud.

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)

The materials prompt teachers to activate prior knowledge by asking, "What do you already know about this topic?" and "What questions do you have before we read?" Students share their ideas in a whole-group discussion. In Week 22, Day 4, the curriculum suggests students read "My Imaginary Friend." After reading the story, the teacher engages students in a reflective discussion by asking, "Who is the speaker's imaginary friend? What kind of imaginary friend would you like to have?" The second-grade materials include structured conversation that facilitates protocols for peer discussions. For example, on Week 21, Day 4, students read a passage about a squirrel. The teacher prompts them to list nuts or seeds that grow on trees by modeling the process, saying, "I know pine cones contain the seeds of a pine tree. Now it is your turn." In grade 2, students collaborate with partners to answer comprehension questions, take turns responding, and summarize key ideas during structured discussions.

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

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) 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).

This guidance is not applicable to the product.

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)

In grade 2, the curriculum systematically introduces students to short vowels (VC/CVC), followed by consonant digraphs and doubled F, S, Z, and L. Once students demonstrate mastery of these foundational patterns, the materials introduce more complex phonics concepts such as consonant blends, clusters, glued sounds, long vowels (CVCe), hard and soft C and G, and R-controlled vowels, which extend their decoding and encoding abilities. In grade 2, the materials systematically teach vowel sounds based on syllable type. The lessons provide explicit instruction on decoding vowel sounds using previously taught syllable types. Students practice blending sounds to read words and segmenting sounds to spell words, applying their phonics knowledge in basic decoding and encoding before progressing to more complex skills. For example, Week 2, Day 2 teachers are to say, "I will say some words with the patterns CVC or CCVC. Remember that in these patterns, the vowel stands for a short sound." A systematic sequence for introducing letter-sound relationships helps teachers plan and deliver instruction effectively. This allows students to apply letter-sound correspondence to decoding and encoding.

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)

In grade 2, the materials provide structured guidance to teachers to address vowel misconceptions by explicitly introducing multiple sounds for a single vowel. In Week 16, Day 1, the teacher says, "Yesterday, we worked with the long o vowel sound: /ō/. Remember that vowels stand for more than one sound. Today, we will work with two other long vowel sounds." The teacher displays Word Construction Cards and adds, "We will listen for, build, and read words with the two long u sounds: /oo/ as in rule and /ū/ as in fuse. We will also listen for, build, and read words with the long e sound: /ē/ as in eat." The materials provide specific scripts and activities that help students correct their decoding errors and connect phonemes to graphemes. For example, on Week 16, Day 1, the teacher prompts students to decode the word nibble by blending the sounds "/n/ /i/ /b/ /b/ /l/" while sliding their fingers under each sound. The teacher then asks, "What type of syllable is this?" and "What vowel sound does it have?" to guide students in applying their phonics knowledge to syllable-level decoding.

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 2, the materials provide guidance to support the teacher in modeling how to decode multisyllabic words in isolation using syllable division. In Week 20, Day 3, the teacher writes the word checkout on the board and asks, "How many vowels do you see?" The teacher underlines the vowels and explains, "This word has two syllables. We will divide the word between the two smaller words: check out. Checkout is a compound word made up of the words check and out. Let's read it: /check-out/, checkout." To support decoding of multisyllabic words in connected text, grade 2 materials include teacher guidance for activating and applying previously taught skills. For example, in Week 6, Day 4, before reading The Missing Garden Hose, the teacher says, "As you read the passage in your READ Book today, remember what you have learned about vowel teams and the red words: air, here, means, and years. Reading at a good pace helps you understand and remember the words." Grade 2 materials provide direct instruction and resources for students to practice decoding and encoding multisyllabic words in isolation. In Week 11, Day 1, students use Spell Tabs and Word Construction Cards to blend and spell words such as crew, news, threw, and the multisyllabic red word even. The materials offer opportunities to practice decoding multisyllabic words in isolation using manipulatives and blending strategies. For example, in Week 14, Day 4, the teacher says, "Let's look at the multisyllabic word: around. We are going to build the word using our Word Construction Cards, and then we'll blend the syllables using our finger-blending strategy." Students then practice decoding additional words such as shower and allow. To support decoding in connected text, grade 2 materials include opportunities for students to apply letter-sound correspondence in authentic reading tasks. In Week 16, Day 4, during the READ Book activity The Doodle Contest, the teacher says, "Remember to use what you have learned about reading multisyllabic words," prompting students to apply knowledge of r-controlled vowels and the CCVCe syllable pattern. Grade 2 materials reinforce decoding multisyllabic words in isolation with explicit instruction in syllable type analysis. In Week 11, Day 1, students decode the word even using the Construct and Read Words Strategy. The teacher explains, "The second syllable ends in a consonant, so it has a short vowel sound: /ē/-/vən/, even." To reinforce application in connected text, the curriculum supports teachers with activities integrating multisyllabic word reading into fluency practice. In Week 11, Day 1, students read the word Goofy's within a fluency passage and complete workbook sentences using one-syllable and multisyllabic words such as chew, grew, and dislike to build sentence structure and vocabulary understanding.

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)

The materials include a systematic sequence that progresses from simple to complex skills. The curriculum suggests that lessons begin with basic phonemic awareness tasks, such as having students blend and decode simple CVC words, and then advance to phoneme substitution. For example, in Week 1, the teacher guides students to blend sounds and read words such as, "b–ă–g" as bag. By Week 11, the teacher encourages students to tackle more complex tasks by asking students to, "Change the /m/ in math to /p/. What word is it?" (path) and "Substitute the /or/ in porch with /ē/ to make peach." In grade 2, the materials include a systematic sequence for introducing phonological awareness activities, focusing on larger sound units such as syllables and rhymes, and then transitioning to smaller units, including individual phonemes. For example, early lessons involve identifying rhyming words and segmenting sentences into words. Later, students segment words into individual phonemes and substitute them with the corresponding sounds. The Scope and Sequence clearly states this shift, from "segmenting phonemes" to "substituting vowels and spelling segmented phonemes."

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)

In grade 2, materials provide direct modeling and correction for common errors when reading and spelling words with consonant blends. For example, in Week 4, Day 1, during the lesson cycle, students blend and tap out words like snack, "stack," and "track." The materials suggest that the teacher support students by guiding the finger-tapping routine to ensure each sound is pronounced correctly. If students omit or distort one of the blend sounds, the materials recommend that the teacher model the correct pronunciation and re-blend the word aloud. In grade 2, the materials include a feedback box in the sidebar that instructs the teacher on how to address misconceptions when teaching blending. The feedback box recommends that the teacher state, "When we blend, we put phonemes or sounds together to make a word." The material then guides the teacher to say, "When we read words, we say the sounds and blend them together." When teaching the sounds of y, students are taught that in words such as windy, happy, and sunny, the y stands for the long vowel sound /ē/ and in the words like fly, sky, and July, the y stands for the long vowel sound /ī/. Providing explicit instruction and feedback helps address students' specific errors and misconceptions, leading to effective learning and skill development.

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)

The grade 2 curriculum incorporates hands-on activities to enhance students' phonological awareness. Teachers model consonant blends and guide word-building routines using tools like Word Construction Cards. For example, on Week 4, Day 1, during the "I Do" cycle, they demonstrate blending sounds such as br, cl, and fl. They also use the Sound Story to connect blended words, helping students remember through oral storytelling and visuals. During the "We Do" cycle, teachers encourage students to practice identifying blends with the Finger-Blending Strategy. Teachers guide students to tap and read words like snack, stack, and track and support them in building and decoding similar words using the Construct and Read Strategy. In differentiated instruction, the materials suggest that teachers guide students with the use of letter cards to build words like flag and frog and apply target blends in dictation tasks. By Unit 1, the curriculum suggests that students start substituting phonemes, and by Unit 4, they segment words, adding, deleting, and substituting final phonemes. This structured approach ensures continuous reinforcement and progressively increases the complexity of phonological tasks. The curriculum suggests that teachers have various resources tailored to 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)

In grade 2, the materials follow a structured sequence to teach phonemic awareness activities. The materials suggest that teachers begin by helping students identify and isolate individual sounds, then progress to tasks involving phoneme substitution. For example, in Week 5, the teacher asks, "Change the /s/ in 'his' to /t/. What's the new word?" The student responds with "hit." In Week 11, they practice vowel substitution by asking, "Porch; change /or/ to /ē/. What's the new word?" The student replies, "peachy." The materials include structured phonemic awareness activities where teachers guide students through blending phonemes. In Week 15, Day 5, the teacher models the blending process by saying, "When we read words, we say the sounds and blend them together. I will say three sounds, and you will blend them into a word using the (Blending Hand Motion) /s/ - /ŏ/ - /k/. Blend them together." The students respond with "sock." The teacher then asks, "Let's change the /s/ in 'mock' to /m/. What's the new word?" The students answer, "mock." The materials also provide a systematic approach for segmenting phonemes. In Week 2, Day 1, the teacher instructs, "I will say a word, and you will repeat it. I will change the first sound, and you will say the new word." The teacher says, "Got." The students repeat, and then the teacher prompts, "Change the /g/ in 'got' to /l/. What's the new word?" The students respond, "Lot." Phonemic awareness instruction helps students develop progressively more sophisticated skills, ensuring they master basic phoneme identification and blending before moving on to more complex tasks like phoneme addition, deletion, and substitution.

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 2 materials include guidance for explicit instruction for teaching phonemic awareness with recommended corrective feedback. The recommended feedback comes from the Corrective Feedback Guide, which empowers teachers to respond effectively to students' needs by utilizing modeling, visuals, and structured practice. This guide helps to address common phonemic awareness errors, such as difficulties with medial phoneme isolation, sound addition, and sound substitutions. For instance, when a student struggles to identify the middle vowel sound, the Corrective Feedback Guide instructs the teacher to say the word and point to the middle box or place a counter in that box while isolating the vowel sound. For example, the word hide, the teacher emphasizes the middle vowel sound /ī/ by encouraging students to repeat, "Say that with me: 'hide, /ī/.'" To further enhance learning, teachers can incorporate hand motions, like the "roller coaster" motion, to highlight the vowel sound. Additionally, the materials address common misconceptions about how sounds work through explanatory feedback. For example, in Week 6, Day 1, the materials prompt teachers to explicitly correct students who add /uh/ to the end of a consonant sound. The teacher encourages students to keep their sounds clipped and models the action of holding their hand under their chin to remind students not to drop their chin and produce the /uh/. In another example, the materials guide the teacher to tackle common misconceptions about phoneme substitution through scaffolded questioning. In Week 15, Day 5, the teacher asks students to change sounds in words like drum and trap. The material suggests that the teacher ask clarifying questions, such as, "What is the beginning sound in trap?" and "What sound are we changing?"

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)

In grade 2, materials provide teachers with structured guidance that helps to connect phonemic awareness skills to the alphabetic principle. These materials encourage teachers to assist students in decoding multisyllabic words using syllable division and the C+le pattern. For example, teachers can use the script: "Let's divide the word maple into its syllables. What's left after we identify the C+le pattern? (ma) Blend and read: /mā/ - /pəl/, maple." When students substitute sounds, they can read new words like staple. This approach supports oral substitution and leads directly into reading new words. For instance, in Week 15, Day 5, the materials prompt teachers: "Let's change the /k/ in clap to /t/. What is the new word?" This emphasis on syllable-level decoding and C+le pattern recognition aids students in reading multisyllabic words. Building on this foundation, the grade 2 materials also engage students in oral segmenting to spell CVC and complex vowel words. For example, in Week 8, Day 1, the materials prompt the teacher to say, "We segmented words into individual sounds through the air, and now we will match the sounds to print." Teachers guide students to listen to and spell each sound in words such as like, treat, dream, and braid.

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 2, teachers utilize a variety of activities and resources to help students develop phonemic awareness skills through visual and kinesthetic strategies. For example, in Week 5, the teacher models hand motions to segment words such as robe, mute, stage, and shine. These hand motions provide students with a visual anchor for the sounds, and the teacher models the motions from left to right to match print directionality. In grade 2, the materials include guidance for activities that support teachers as they help students practice phonemic awareness skills using various resources. For example, in Week 15, Day 5, during the guided practice part of the lesson "We Do," the teacher guides students to analyze syllables and vowel patterns in words such as notices, distract, and balloons. The teacher prompts a discussion about phonemic awareness by asking, "What is this pattern?" and "Where should we try to divide the word first?" Students draw slashes between syllables and identify vowel and consonant placement, while the teacher also asks, "What ending do you see?" and "Let's see what the vowel team 'oa' in 'balloons' says." In grade 2, teachers include various recurring activities and resources to help students practice phonemic awareness skills. For example, in Week 15, Day 5, the guided component of the lesson cycle, the "We Do" section, utilizes tools like Word Construction Cards, Spell Tabs, and Student Red Word Cards. Students decode multisyllabic words like overlay and undercook and use these words in oral sentences while playing a Sentence Building Game. During Week 15, Day 5, the red words, or high-frequency words, that support sentence building include picture, money, and study.

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)

The materials follow a systematic and TEKS-aligned sequence that introduces sound-spelling patterns, starting from simple to complex throughout the year. For example, the "Progression of Phonics Concepts" chart outlines instruction that begins with short vowels (VC/CVC) and progresses to consonant digraphs, double final letters (F, S, Z, L), and finally to vowel teams and diphthongs. Unit overviews and the Scope and Sequence documents clearly and specifically outline weekly phonics objectives that build upon each other and align vertically across grade levels. For example, in Unit 1, Weeks 1–4, the curriculum suggests that the instructional focus is on foundational skills, such as short vowels and consonant blends. Later units focus on more complex syllable patterns, including final stable syllables, such as -tion, -sion, and -ture. The materials recommend that teachers reteach and reinforce key phonics skills through spiraled instruction and cumulative review. For example, Weeks 31–34 in the Foundational Skills Kit serve as review weeks, where students revisit affixes, vowel teams, and syllable division to solidify their mastery of previously taught patterns. Students benefit from explicit and systematic instruction in phonics, especially students having trouble learning to encode and decode.

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)

The materials include guidance to teachers that provide them with scripts that directly instruct grade-level sound-spelling patterns, offering clear explanations and modeled examples. For example, on Week 7, Day 4, the teacher states, "Yesterday, we learned about the vowel teams ea, ee, and ey. Remember that vowel teams consist of two vowels that work together to represent one sound, and only one vowel acts as the leader." The teacher demonstrates with words like sweet, need, monkey, peach, and tweet. The materials also guide teachers in explicitly teaching multisyllabic word decoding using syllable division patterns through a gradual release model. For example, during Week 5, Day 5, as the teacher decodes the word pancake, they ask, "What type of syllable is the first syllable? (CVC) What type of syllable is the second syllable? CVCe How do we know? The silent final e makes the a say its name."

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)

The materials include teacher scripts that support teachers in directly instructing grade-level sound-spelling patterns, guiding them with clear explanations and examples. For instance, on Week 7, Day 4, the teacher explains, "Yesterday, we learned about the vowel teams ea, ee, and ey. Remember that vowel teams are two vowels that work together to create one sound, with only one vowel acting as the leader." The teacher models words like sweet, need, monkey, peach, and tweet. The materials provide explicit guidance for teachers on how to teach multisyllabic word decoding using syllable division patterns, following a gradual release model. For example, on Week 5, Day 5, while decoding the word pancake, the teacher asks, "What type of syllable is the first syllable? (CVC) What type of syllable is the second syllable? (CVCe) How do we know? (The silent final e makes the a say its name.)"

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)

The material includes decodable texts that build on previously taught sound-spelling patterns. For example, in Week 14, Day 4, students read the passage "Going Out of Town," which includes decoding words with diphthongs such as shower and allow. The decoding words in isolation. For example, in Week 6, Day 2, students digitally build the word cute using the cards c, u, t, e, then use Spell Tab folders to build words such as prune. In addition, materials provide decodable texts and activities, as well as resources to support students in encoding words that include taught sound spelling patterns in isolation. For example, in Week 32, Day 1, the curriculum suggests that students use Syllable Boards and Word Construction Cards to encode words, such as supporter, and normally identify r-controlled vowels and suffixes in each syllable pattern in isolation. Materials provide READ Book passages and decodable stories for encoding spelling skills in context. For example, in Week 24, Day 4, students read Duck At The Dentist," a decodable text that features the suffixes -ful and -less, reinforcing the weekly spelling patterns.

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

Grade 2 materials systematically introduce high-frequency words through a structured weekly sequence, ensuring a comprehensive approach to literacy. Each week's scope and sequence includes a red words column that aligns both regular and irregular high-frequency words with the phonics focus. For instance, during Week 5, students encounter words such as place, page, try, and kind, which are connected to the lesson on long vowels and the silent 'e'. Meanwhile, change is introduced in Week 3 alongside consonant digraphs. Throughout the first 16 weeks, learners engage with a variety of words, including want, live, put (Week 1), spell, ask, still (Week 4), and sentence, little, people (Week 16), illustrating a spiraled and intentional progression. The materials include a systematic sequence for introducing irregular high-frequency words, reinforcing the learning process. In grade 2, the material suggests that irregular words are presented in a logical sequence outlined in the Scope and Sequence. Found in the Red Words section of weekly plans, these words are intentionally integrated alongside regular ones. For example, in Week 6, students learn words like any, move, and most, which do not adhere to typical phonics patterns. As the weeks progress, Week 12 introduces words such as good, away, different, and during, while Week 13 continues to build on the foundation with irregular words such as because, almost, and also. When there is a predictable sequence for direct instruction and words are scoped appropriately within the lesson and throughout the week, teachers can effectively deliver instruction of regular and irregular high-frequency words.

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)

In grade 2, instructional materials help students decode both regular and irregular high-frequency words, which enhances their understanding of phonetic patterns. For example, during Week 14, Day 2, students learn to break down the word found into its sounds: /f/, /ow/, /n/, /d/, focusing on the diphthong "ou" and the consonant blend -nd. This practice reinforces their decoding skills and aids in spelling, while the irregular word move demonstrates that it can be composed of three sounds: /m/, /oo/, and /v/, despite its CVCe appearance. Contextual sentences further support recognition and comprehension of these irregularities. The curriculum includes a "Grade 2 Red Words List by Week," which features essential words and interactive activities, such as Go Fish, and printable Red Word Cards. These resources are essential for enhancing students' decoding and encoding skills, enabling them to participate in engaging and effective learning experiences. The "Working with Red Words" section concentrates on segmenting, analyzing, and spelling challenging high-frequency words. This component is reinforced through a variety of activities, including writing, reading, sentence generation, and phoneme-grapheme tools, contributing to a well-rounded approach to literacy development.

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)

In grade 2, students actively engage with Red Word Mapping to develop their encoding skills for irregular high-frequency words. Each mapping sheet guides them through various steps: they read the word, tap out the sounds they hear, match the sounds to the letters, locate the word, and write it down. This structured approach helps them master spelling. To reinforce these skills, the materials also feature a Red Word Practice Menu filled with interactive activities such as Go Fish and Which Word Has . . .? These games allow students to practice their red words in a fun and engaging way. Students have the chance to work with high-frequency words through their READ Book. For instance, during Week 18, they practice reading and writing words like above, along, another, and again. Teachers play a crucial role in guiding this development. On Week 13, Day 4, for example, the teacher prompts the children to practice encoding by displaying the Red Word Card for almost and encouraging them to say the word together. The materials also provide opportunities for decoding high-frequency words in their READ Book. During Week 23, Day 3, teachers guide students as they decode sentences that include the word ever, reinforcing their skills in context. To further support decoding, students use the "Red Words Weekly List," where they practice words such as want, live, put, help, own, and follow. They engage in activities from the Red Word Practice Menu, where one student reads the word aloud while a partner spells it, and they play games like "Roll It! Read It!" to reinforce their learning. Cumulative review activities, including "Red Word Splat," "Red Word Tic-Tac-Toe," and "Read Around the Room," further enhance their decoding skills. In these routines, students revisit and use red words like show, ask, and place in various multimodal formats, ensuring they reinforce their learning through multiple avenues.

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)

The grade 2 curriculum enhances reading and spelling skills by focusing on high-frequency words, known as "red words," through structured practices like Red Word Mapping and daily word cards, ensuring students engage with words both in isolation and in context. Engaging activities from the Red Word Practice Menu, such as Go Fish! and Which Word Has . . .?, encourage interaction and fluency with both newly introduced and previously learned red words, fostering a dynamic learning environment. Decodable readers like Splash and Stretch blend context with recognition of high-frequency words, helping students improve their reading comprehension while engaging in encoding activities that prompt them to vocalize and decode sentences. The program promotes spelling development through interactive tasks, including whiteboard collaboration and creative sensory activities, creating a rich learning atmosphere that supports both independent and cooperative mastery of high-frequency words.

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)

In grade 2, the instructional materials include a Scope and Sequence that shows open and closed syllable types are taught before r-controlled syllables. For example, Week 16, Day 3, the teacher is directed to, "Guide children to identify the syllable pattern in the last syllable. (C+le) Then guide them to identify the r-controlled vowel combination: ur. Say: When you see an r that follows a vowel, it may be an r-controlled vowel. If it is a word with more than one syllable, you want to keep the r with the vowel when you are dividing the word into its syllables." In the Bridge to Reading, grade 2 Scope and Sequence, the materials guide the teacher to introduce grade-level syllable types and syllable division principles through a structured progression beginning in Unit 1. During Weeks 1 through 4, students work with short vowels, closed syllables, and explicit instruction on VC/CV and VC/CCV syllable division. In Unit 2, the instruction advances to long vowel teams, CVCe words, and r-controlled vowels with explicit reference to syllable division, such as in Week 10, which includes "r-Controlled Vowels with Syllable Division."

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)

Materials guide teachers to deliver explicit instruction on using Syllable types to help students decode and encode both one-syllable and multisyllabic words. For instance, in Week 4, Day 3, students engage with one-syllable words like clap and grin. Students identify the CCVC pattern and understand that closed syllables typically contain short vowel sounds. Teachers actively assist students in blending sounds and reading the full words accurately by saying, "Look at the consonants and vowels. (CCVC) When the syllable ends in a consonant, what kind of vowel sound does the syllable have?" (short) During the lesson, the materials suggest that students learn to encode the words, such as clapped. The teacher says, "When adding -ed to one-syllable verbs ending in a single consonant, like clap, the final consonant must be doubled to preserve the short vowel sound." The teacher models this by explaining, "To change clap to the past tense, we add -ed. But first, we must double the 'p' to avoid it looking like there is a final silent e, which would change the vowel sound. So, we double the 'p' in clap and then add -ed to get clapped." In Week 4, Day 3, students will apply syllable division to decode one-syllable words, like clap, by examining CCVC patterns to ensure correct pronunciation before adding inflectional endings. Students tackle multisyllabic words like appointed in Week 14, Day 3, by counting consonants between vowels and applying the VCCV division rule. Teachers support students in dividing the word between the double consonants (ap/point/ed) to decode each syllable accurately. In Week 20, Day 2, teachers instruct students to encode compound words like doorbell. They guide students to break down the word into its components (door/bell) and practice writing each part separately before combining them to spell the full word. This approach enables students to connect syllable division logic directly to their writing skills.

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)

The instructional materials include engaging activities that aim to improve encoding and decoding skills. For example, in Week 4, Day 4, teachers write words like napkin, thunder, and shelter, on the board. Students label vowels and consonants, identify syllable patterns, and read the words aloud. This helps them understand one-syllable and multisyllabic word structures. The Encoding Activities Menu Board provides students with a range of tasks, enabling them to write and spell words that utilize the week's phonics focus, thereby offering student-directed encoding practice. Another engaging activity is the Word Sort Activity introduced in Week 4, Day 4, where students sort words based on open and closed syllables, such as pan, fro, and cus, which further consolidates their decoding techniques. Peer collaboration is encouraged through activities like the Partner Read & Spell Game. In this game, students spell words together to reinforce their understanding of phonics patterns. The Decoding One-Syllable or Multisyllabic Words Magic Squares Game also helps students. It presents word puzzles that challenge them to decode words and match patterns to complete the puzzles. To enhance students' encoding abilities, materials include Spell Tabs for mapping phonemes to graphemes and cumulative review. For example, in Week 29, Day 1, Red Word Activities focus on words like anything and against, to reinforce decoding strategies, while Weekly Checks promote encoding practice. In Week 9, Day 5, students focus on r-controlled vowels /ar/ and /er/, engaging in activities such as blending lines to reinforce phonics patterns.

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)

The lesson plans guide both teachers and students in analyzing syllable types and division principles through decodable texts and connected reading. In Week 4, Day 4, a READ Book activity prompts students to read sentences containing multisyllabic words, such as sandwich, problem, and pumpkin, contextualizing their learning. In grade 2, Week 29, Day 1, phonics lessons support decoding and encoding one-syllable and multisyllabic words using explicit routines and visual aids. During the "We Do" section, the materials suggest that the teacher help students blend and read words such as second, graders, visiting, reaches, and petting, by identifying syllable chunks. Students write and decode each word part by part, using tools such as Syllable Boards, Word Construction Cards, and Sound Wall visuals. This lesson also involves decoding and encoding activities related to connected texts using previously taught syllable types and division principles. During the "I Do" section, students read sentences containing multisyllabic patterns, like, "The second graders cannot wait to get on the bus," enabling them to apply their decoding skills in context. The lesson also encourages encoding in context by having students create original sentences using words like container, pretending, and swimmer, which reinforces spelling accuracy and word meanings.

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

In grade 2, the materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. The material suggests that the instruction begins with common inflectional endings like -s, -es, -ing, -ed, and gradually progresses to more complex affixes such as -er, -est, -ly, and prefixes like un-, re-, dis-, mis-, pre-. The material also suggests that morphemes are grouped by phonics and spelling patterns for targeted instruction in meaning and structure. For example, in Week 23, the material recommends that the teacher introduce -er, -est, and -ly with words such as great and light, while in Week 25 the material suggests that the teacher introduce re- to form reread. Later units cover final stable syllables, such as -tion and -sion, ensuring a structured path from basic to advanced morphology. As students develop morphological awareness, their word knowledge and vocabulary expand, particularly when instruction shifts from the most common and basic morphemes to more complex ones. This intentional approach enhances students' ability to derive meaning from text and acquire new vocabulary, supporting overall literacy growth.

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)

Grade 2 materials provide explicit guidance for teachers on using common morphemes to enhance comprehension. In Week 26, students read and discuss words like misbehaving and misunderstanding, learning how prefixes modify meaning through rereading and discussion. The materials equip teachers with structured strategies to improve decoding skills. In Week 1, students actively engage with affixes such as -s, -ing, and re- through interactive activities like word-building and Sound Stories, comparing endings in words like asks, says, and learning. Throughout the curriculum, students study morphemes during word study. For example, in Week 25, students decode words with the prefix re- (e.g., reread, return), understanding it means again or back. The following week, they explore the prefix "mis-" with words like misplace and mistrust using tools like Syllable Boards and Word Construction Cards. Teachers model word construction and demonstrate spelling adjustments. For example, in Week 24, the material recommends that students transform words such as beauty into beautiful by replacing the y with an i before adding -ful. In Week 26, the material recommends the practice for encoding multisyllabic words with mis- by segmenting syllables. The targeted passages reinforce morpheme meanings in context, helping students grasp how prefixes affect meaning through discussion and rereading.

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)

In grade 2, the curriculum is designed to help students develop and reinforce their morphological skills through a variety of engaging activities. For instance, during Week 3, Day 3, the teacher is instructed to review common endings such as -s, -es, -ing, and -ed. This involves drawing a four-column chart on the board with each ending as a heading. The teacher reads aloud words like helps, buzzes, fixing, and wished, inviting students to listen for the endings and write the words in the chart. The following day, in Week 3, Day 4, students apply these skills by reading a short decodable text titled "Wishing for Fun," which includes words with the same endings as well as previously taught suffixes, reinforcing their understanding in context. Later in the curriculum, specifically in Week 23, Day 1, students practice using comparative endings like -er and -est. The "You Do" activity encourages them to complete sentences with these endings, such as determining whether the gold crayon is brighter or brightest compared to the brown one. As they progress to Week 25, Day 1, the materials guide students through a cumulative review of the -ful and -less suffixes. The material suggests that the teacher organize word pairs such as cheerful/cheerless and hopeful/hopeless on index cards, prompting small groups to discuss meanings and create sentences, deepening their understanding of these suffixes. In another instance, during Week 26, Day 1, the material suggests that the focus shifts to prefixes. Students work in small groups with cards that represent prefixes and corresponding root words, such as un and pack. Students are encouraged to collaborate in forming words and writing sentences, enhancing their morphological skill set. The Week 15, Day 1 lesson incorporates multisyllabic word analysis using the VCV syllable pattern. Students examine words like rivers and robin by labeling vowels and consonants, dividing words into syllables, and identifying whether each syllable is open or closed. The Finger-Blending Strategy is employed to help students blend and read these syllables aloud, reinforcing their understanding of short vowel sounds in closed syllables. The cumulative review continues in the same week with the "Jump Out" section, where students revisit the VCV pattern, analyzing additional words such as finish and cabin. Through drawing slashes to divide words into syllables and applying previously learned skills, students deepen their morphological understanding and become more proficient in decoding and encoding a wide range of words. Engaging students with grade-level vocabulary in various ways deepens students' word awareness and strengthens their understanding of morphological skills.

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)

Grade 2 materials provide students with opportunities to engage with morphemes through decoding and encoding exercises. For example, in Week 23, Day 1, students use Word Construction Cards to build and read words with suffixes like -er, and -est, discussing how these suffixes change meanings. In Week 15, Day 1, students practice breaking down words such as rivers and visit into syllables, using decoding strategies. Students encode morphemes in isolation, such as spelling visit and limit after segmenting phonemes. By Week 23, students construct words such as fresh and loud, adding -er to create fresher and louder. Decoding within connected texts is also emphasized. In the decodable text "Arctic Animals," the materials suggest that students practice decoding the suffix -ly in sentences. The "I Do" section in Week 15 includes a teacher-read story that helps students decode multisyllabic words. Materials include a variety of activities and resources for students to encode. Encoding in meaningful contexts is reinforced through activities in the READ Book, where students write and spell words with suffixes like -ly, and construct sentences featuring words like visit and finish. This enhances students' understanding of morphemes while improving their reading and writing skills.