Bridge to Reading: Foundational Skills for Third 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.

The Bridge to Reading: Texas grade 3 materials include a clearly organized scope and sequence, accessible under the Digital Curriculum tab, that outlines the order and progression of weekly instruction across all units. The scope and sequence identifies aligned Texas Essential Knowledge and Skills (TEKS) for each unit and week. For example, in Unit 1, Week 5, TEKS 3.2.A and 3.4.D are addressed through instruction on phonics patterns such as consonant-le syllables. The scope and sequence integrates English Language Proficiency Standards (ELPS) across instruction. In Unit 1, Week 3, ELPS 1.A–1.F and 2.A–2.E are listed to support student development in listening, speaking, reading, and writing alongside word study lessons. The scope and sequence outlines core concepts taught each week. For example, Unit 3, Weeks 13–17 focus on multisyllabic words with prefixes and suffixes, progressing from mis- and non- to roots like vis, struct, spect, and suffixes such as -ion, -tion, and -sion, culminating in a review of previously taught vocabulary and skills.

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 Bridge to Reading: Texas grade 3 materials include a suggested pacing guide located in the "Scope and Sequence Guidance." It organizes instruction by unit and week (e.g., Weeks 1–6, 7–8, 9–24) and includes recommendations for small-group instruction, extensions, and targeted support. Teachers are also advised to adjust pacing based on student mastery, such as continuing word study until students demonstrate automaticity or incorporating "Anchor Chart" lessons to reinforce key concepts like syllable types. The "Scope and Sequence Guidance" outlines a standard 24-week, 120-day Tier 1 instructional calendar, with flexibility for adjustment based on student needs. It provides pacing adaptations and extension opportunities that support traditional and modified instructional timelines, including guidance for reteaching during small-group time and optional Anchor Chart mini-lessons that can be integrated to extend or reinforce instruction across different pacing models.

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 Bridge to Reading: Texas grade 3 materials provide a clear rationale for unit order in the "Overview" section of the Digital Curriculum. Instruction begins with foundational phonics and phonological awareness skills, such as long vowels (CVCe), and progresses to more complex concepts like multisyllabic word decoding and Latin roots. The sequence is designed to build from simple to complex, ensuring students develop accuracy and flexibility with decoding before encountering more advanced texts. The materials explain how each phonics skill builds on the previous one, creating a logical and connected progression. Instructional guidance highlights how early mastery of phonemic awareness and syllable types supports later success with word analysis, multisyllabic decoding, and morphology. Visuals such as the "Phonics Progression" graphic further illustrate the continuum of skills and how they prepare students for future reading demands.

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

The Bridge to Reading: Texas grade 3 materials support unit internalization through the "Scope and Sequence Guidance," "Unit Overview," and "Weekly Breakdown" sections. These resources outline the progression of skills across the unit—for example, Unit 1 begins with a review of the six syllable types and gradually introduces vowel teams, schwa, and vowel flexing. This structure helps teachers understand how weekly objectives build on prior learning and prepares them to deliver cohesive instruction. Lesson internalization is supported through detailed teacher guidance embedded in daily lessons. In Week 1, Day 1, for instance, the "You Do" section provides explicit prompts and instructions such as turning to a specific "READ Book" page, spelling example words like cabin and icon, and applying the vowel-flexing strategy. These clear steps ensure that teachers understand the lesson's objectives and can implement instruction with fidelity.

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

The materials offer resources to help instructional leaders support teachers in implementing the program as intended. Within the Bridge to Reading: Texas Video Learning Library, videos such as "Administrators & Coaches: 5 Look-Fors in PA Instruction" and "Grade 3 RTR PA Webinar" are provided under the Phonemic Awareness PD and Implementation Support tabs. These resources give leaders clear look-fors and practical strategies to ensure consistent phonemic awareness instruction. The materials include guidance for instructional leaders in the Bridge to Reading: Texas Video Learning Library under the Phonemic Awareness PD tab. Videos such as "Using the Fidelity Checklist," "Using Visuals to Scaffold Instruction," and "Using Assessment Data to Inform and Plan Instruction" offer concrete strategies for ensuring teachers are effectively using materials and addressing implementation challenges. These resources are designed to support teachers with implementing the materials as designed. The "Fidelity Checklist" in the grade 3 Bridge to Reading materials 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 lesson in the classroom."

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 include the background content knowledge necessary to effectively teach the concepts in the unit. The summary of the Bridge to Reading: Texas, grade 3, "Unit 4 Overview" explains that students learn to read and spell multisyllabic words using prefixes and suffixes, including over-, en-, em-, -less, -ness, -ful, -er, -est, -ment, -able, and -ible. The overview describes instructional focus areas such as identifying word meaning through affixes, applying syllable division rules, and understanding spelling changes before adding a suffix. These details help teachers understand how word structure supports decoding, spelling, and vocabulary development.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

In grade 3's "School-to-Home Connections" for each of the six units on the "Downloadable Resources" page, the materials provide strategies and activities for families in English and Spanish to use at home to support students' learning and development for each unit. Parents can access activities that reinforce in-class learning and strategies to reinforce new learning. For example, Unit 2, Week 5, guides parents to "Encourage your student to self-correct when reading. This means if something they read does not make sense, they should go back and reread, or flex the vowel to try and read the word a different way." The materials include communication with families in English and Spanish, located in Bridge to Reading: Texas grade 3 Digital Curriculum, "Supporting Diverse Learners." The "Supporting Diverse Learners Guide" provides guidance in both languages and includes instructional strategies, visuals, and examples of scaffolded activities that teachers can use and share with families.

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 Bridge to Reading: Texas Third Grade 2025, Unit 2, Week 7, Day 1, lesson materials are clearly listed and include an Anchor Chart, "Word Poster #9," whiteboards, markers, erasers, and the "READ Book." Digital materials are linked within the Digital Curriculum. These resources support instruction aligned to the TEKS content standards and ELPS language standards. Each daily lesson includes objectives explicitly aligned to the TEKS and ELPS. For example, in Unit 3, Week 12, Day 1, the first slide lists the ELPS standard, such as ELPS Reading 1: "Identify and use relationships between sounds and letters of the English language to decode words." The lesson guides the teacher to use "Word Construction Cards" for prefixes and suffixes (e.g., un-, re-, -ed, -ing, -ly) and includes structured student tasks such as reading, defining, and applying affixes in context. These tasks promote mastery of lesson objectives and language development. The lesson plan also provides scripted questions and prompts to check for student understanding (e.g., "What does the prefix un- mean?") and to promote language use (e.g., "Can you define the word undo using the prefix meaning?"). The lesson includes tasks for independent and guided practice aligned to the objective and offers assessments such as the "Letter Sounds & Names Assessment" in Unit 2, Week 3, Day 1 to determine mastery of phonics content.

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.

The Bridge to Reading: Texas Third Grade 2025 materials include a "Getting Started" guide that outlines teacher-facing components needed to deliver instruction effectively. Each foundational skills lesson includes a "Jump In" section with 5–7 minute mini-lessons for the first twelve weeks, focusing on phonemic awareness through blending, segmenting, and manipulating sounds. Daily lesson overviews list teacher as well as student materials, such as Word Construction Cards, "Syllable Boards," and the "READ Book," which is used during guided writing and phonics activities. Student assessments such as "Weekly Checks" are completed using the resource page included in the "READ Book." Suggested timing for each lesson component is embedded in daily lesson slides and unit overviews. For example, the Unit 1 overview recommends allocating 5–10 minutes for "Weekly Checks" and includes pacing guidance for other lesson components, supporting effective lesson delivery and time management.

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

The Bridge to Reading: Texas Third Grade 2025 Foundational Skills materials include extension activities and enrichment tasks to support student learning beyond the core lesson. For example, in Unit 1, Week 2, Day 2, the phonics instruction includes an "Expand" activity on Slide 7 that provides differentiated instruction using Syllable Boards to support students in reading and spelling multisyllabic words such as mistaken, cyclone, and franchise. The "Downloadable Resources/School-to-Home Connection" section under the Digital Curriculum tab includes weekly parent letters designed to extend practice at home. In Unit 1, Week 3, for example, the parent letter suggests spelling word practice and multisyllabic word support, including tracing vowels. These materials contain clear explanations, visual aids, and practice sections for use as homework. Additionally, the materials include "Additional Practice" lesson plans tied to Heggerty Library books, providing teachers with structured opportunities for extended application and enrichment aligned to weekly phonics skills.

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.

The Bridge to Reading: Texas Third Grade 2025 materials provide diagnostic assessments at the beginning (BOY), middle (MOY), and end (EOY) of the year. The "Phonics Assessment" is designed to identify student needs and inform instruction, including a "Third Grade Phonics End-of-Year Benchmark" that can serve as a pre-assessment to uncover misconceptions. Each unit includes summative assessments with diverse formats. For example, Unit 3 assessments contain oral reading of words like misconduct, selected-response questions (e.g., choosing between actively or vision), and written dictation tasks in which students spell multisyllabic words and write dictated sentences. These assessments include multiple-choice items, word-reading accuracy checks, and encoding tasks using high-frequency and pattern-based words. Daily formative and summative checks are embedded within lessons, such as in Unit 3, Week 13, Day 5. During the "You Do" section, students complete "READ Book" tasks including reading a decodable passage, circling words with prefixes, and responding to a "Think and Write" prompt. This provides varied assessment types, including oral reading, identification tasks, and written responses aligned to the day's phonics instruction. Lesson-level tasks include "I Do, We Do, You Do" structures for formative checks, while summative assessments occur in the "READ Book" and unit assessments. Students respond orally and in writing, supporting multiple modes of expression.

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

The "Assessments" section of Bridge to Reading: Texas Third Grade 2025 provides clear definitions of diagnostic, formative, and summative assessments. For example, summative assessments are defined as tools for evaluating learning, skill acquisition, and achievement, while diagnostic assessments are used to monitor skill application and identify areas for reteaching. Teachers can reference the "Bridge to Reading Assessments" table and the "Grade 3: Assessment Flow Chart" for definitions and descriptions of each assessment type, including method and frequency of administration. The materials outline the intended purpose of each assessment type. Unit assessments are used summatively to evaluate mastery of phonics and decoding concepts at the end of each unit. "Weekly Checks" are identified as formative assessments that help teachers track students' application of skills and inform reteaching. Additionally, diagnostic tools such as the "Weekly Observation Checklist" are used to tailor instruction to student needs. Corrective feedback suggestions, such as in Unit 4, Week 22, Day 5, guide teachers on how to adjust instruction based on informal formative observations—for example, using repetition and sentence context to support students struggling with syllable stress.

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

The materials include assessment-specific guidance and tools to support consistent administration across examiners. For example, the Assessment tab provides links to each type of assessment with downloadable directions that outline teacher actions, materials needed, and scripts. "Fluency Checks" offer options for teachers to assess fluency using either full-passage readings or one-minute timed readings, supporting standardized conditions. Additionally, teacher-facing guidance documents recommend designated administration windows for specific assessments, such as fluency checks during Weeks 8, 17, and 24. The "End-of-Year Encoding Assessment" includes scripts and pacing instructions (e.g., "Administer items #1–12 on Day 1." " Allow 7–10 seconds wait time."), ensuring uniform test delivery. The instructional assessments in grade 3 include precise teacher scripts and scoring tools that promote accuracy in test delivery and evaluation. For example, the "Teacher Administration" page of the "End-of-Year Encoding Assessment" instructs teachers to say, "Today, we will be spelling some words . . ." and includes a modeled phoneme breakdown for spout. The "Student Scoring Guide" defines proficiency levels, while the "Tracking Sheet" identifies specific phonics patterns (e.g., CVCe, vowel teams, complex vowels), supporting consistent and objective scoring practices.

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

The materials include diagnostic assessments that are explicitly aligned to TEKS and unit-level objectives, such as the "Unit 1 Assessment." The "Unit 1 Assessment" targets TEKS 3.2A(ii), 3.2A(iv), and 3.2A(vii), which focus on decoding pattern words and recognizing high-frequency words. The "TEKS ELA Alignment" column in the "Unit Assessment Overview" provides a breakdown of how each assessment item connects to specific standards and instructional goals, ensuring diagnostic tools yield actionable data to guide instruction and intervention. "Weekly Checks," used as formative assessments in grade 3, are aligned to lesson-level objectives and TEKS such as 3.2B(i), 3.2B(iv), and 3.2B(v), which address sound-spelling patterns and multisyllabic decoding. These checks, found in the Assessment tab of the Digital Curriculum, include dictation and oral reading tasks and are linked to weekly instructional goals. TEKS alignment is clearly documented in the "TEKS ELA Alignment" column of each assessment, helping teachers monitor progress and adjust instruction in real time. Summative assessments, including "Unit Benchmarks," assess student mastery through multiple-choice items, word dictation, and sentence encoding. For example, the "Unit 4 Assessment" aligns with TEKS 3.2A(ii), 3.2A(iii), 3.2A(iv), and 3.2A(vi). These assessments are detailed in the "Assessment Overview" and supported by a "TEKS ELA Alignment" chart that ensures comprehensive coverage of grade-level standards.

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

The materials include tasks at multiple levels of complexity, such as the "Unit 4 Benchmark." Students complete basic word identification activities, such as choosing words like system or problem from a group of three options, and then move to encoding more complex multisyllabic words, such as convertible and colorless. These tasks require recognition and accurate production of vocabulary aligned to TEKS 3.2A.i and 3.2A.ii. Grade 3 assessments span multiple levels of cognitive complexity. For example, in the "Beginning-of-Year Benchmark," students move from encoding simple CVC words such as beg to more complex CVCe words and then to multisyllabic words such as noisy. The "Unit 4 Benchmark" includes decoding, dictation, and oral reading of advanced words like practically and service. Comprehension assessments in the Heggerty Decodable Books Series 1 also vary in depth, progressing from surface-level multiple choice to constructed response questions that require synthesis, inference, and citation of textual evidence. These assessments are TEKS aligned and build in complexity across the year to measure developing mastery.

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

The Bridge to Reading: Texas Third Grade 2025 materials include tools that help educators interpret student performance and determine next steps for instruction. For example, the "Weekly Checks: Using Assessment to Inform Instruction and Scoring Guidelines" document outlines how to identify student needs based on error patterns, such as omitting vowels or confusing "Red Words." Teachers are guided to link errors to targeted supports like phonological awareness or conventions instruction. The "Instructional Guidance Sheet for Decoding" in "Unit 4 Assessments" also recommends specific interventions when students struggle with omissions, additions, or guessing. Materials include clear scoring rubrics and performance level descriptors. The "Beginning-of-Year Phonics Assessment" defines proficiency levels (Beginning, Developing, Proficient) using percentage accuracy, helping teachers match student needs to appropriate supports. Similarly, the "End-of-Instruction Spelling Assessment" includes a syllable-by-syllable scoring guide that helps teachers identify errors and determine whether to assign "Boost" or "Extend" lessons. The digital dashboard further supports data interpretation by generating reports with charts and item analysis linked to TEKS standards, enabling educators to monitor mastery trends and plan whole-group, small-group, or individualized instruction accordingly.

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

The materials consistently offer actionable guidance to help teachers respond to student performance trends. The "Scoring Guidelines for Weekly Checks" and "Using Assessment to Inform Instruction" documents outline how to interpret specific student errors—such as reversed phoneme order or omitted vowel sounds—and recommend targeted next steps, such as revisiting syllable division or using specific phonemic awareness activities. "Instructional Guidance Sheets" embedded in unit assessments further support reteaching by linking decoding errors to strategies like modeling blending or using morpheme analysis. Additionally, the curriculum integrates a system of "Boost" and "Extend" activities within daily lessons that teachers can use based on student need. These differentiated supports are designed for small-group, whole-group, or independent practice and are selected using error pattern data. For instance, when students struggle with letter-sound correspondence, teachers are directed to implement tasks like letter-sound matching with "Word Construction Cards." Similarly, the "End-of-Instruction Spelling Assessment" includes scoring tools that prompt teachers to reteach using the "Interactive Sound Wall" or segmenting routines. The materials ensure that assessment data directly informs instructional planning and reteaching, providing a clear structure for differentiation aligned to student trends.

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.

Teachers are provided with structured tracking tools, including the "Weekly Check: Class Tracking Sheet and Phonics Benchmark Assessment" data sheets. These tools allow educators to document student performance on skills such as syllable types, spelling patterns, and decoding accuracy across multiple weeks. Teachers use this data to identify patterns, guide instructional planning, and determine if students need reteaching in small-group or whole-class settings, or individualized support. Simultaneously, the "Weekly Check: Student Tracking Sheet" empowers students to take ownership of their learning. After assessments, students record their own progress by checking off correct spellings, writing sentence scores, and reflecting on their phonics growth across weeks. For example, during Weeks 3–4, students track mastery of vowel teams, diphthongs, and r-controlled syllables. These student-friendly tools support goal setting, encourage reflective conversations, and help students stay aware of their progress, especially during midyear benchmarks. While effective as is, the materials suggest enhancing the sheet's usability to further support student independence.

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 "Intervention Lesson Plan and Guidance" from the Bridge the Gap 2025 tool kit provides scaffolded lessons that align with grade-level content, offering phonemic awareness instruction and practice activities (e.g., segmenting, decoding, and encoding) for students not yet proficient. The grade 3 materials include lesson plans with built-in teaching opportunities that clearly review and reinforce concepts for students who have not yet mastered previous lesson goals. For example, the "Boost" intervention lessons in the curriculum for Week 7, Day 4, suggest that if students have difficulty reading the passage in the "READ Book," the material suggests that the teacher offer the student version 2 passage that can be found in the "Oral Reading Fluency Book." In Week 12, Day 4, teachers are prompted to adjust instruction by revisiting affix recognition for students not yet proficient. This guided reteaching is supported with scaffolded questioning and word analysis tasks to reinforce the target skill. Differentiated supports are embedded into the daily lessons through features such as the "Boost" and "Expand" sections. For example, in Week 1, Day 1, students struggling 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 tailor instruction based on proficiency.

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)

Teachers receive embedded vocabulary support in the grade 3 materials. For example, the resources include a "Vowel Valley Poster," a consonant digraph and blends chart, and an "Alphabet Anchor Chart." These charts facilitate learning through pre-teaching and reteaching opportunities. The materials feature embedded vocabulary supports for academic language through tools such as the "Syllable Types Anchor Chart" and Syllable Boards, which help students identify patterns and meanings of unfamiliar words during instruction. These tools are referenced in Week 1, Day 1 under "Boost" and “Expand" to support decoding and word understanding. The "Lesson Plan Guidance" section in the Bridge the Gap 2025 Teacher's Edition recommends that teachers ask questions and engage students in writing activities to make explicit connections to word study skills and what they have read. This guidance supports comprehension of references in text by encouraging vocabulary-based reflection and application.

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 include a "Differentiated Instruction Slide" with an "Expand" activity for students who master grade-level content. The slide offers guidance on differentiated instruction, enrichment, and extension activities. For example, on Week 8, Day 4, teachers are instructed to provide "Version 3" of the passage from the "Oral Reading Fluency Book" if students can read the passage in the "READ Book." Week 2, Day 1, enrichment guidance includes sentence dictation for proficient students. They listen, read aloud, repeat, and write sentences such as Do you subscribe to a magazine? and Have you watched extreme sports on TV? to promote higher level sentence writing and word use. Week 1, Day 1, Differentiated Instruction provides guidance for supporting students who are proficient in grade-level skills by having them work with partners to build and analyze two-syllable words for syllable type. Students match word parts such as se-, ti-, jack, and den with syllables such as -cret, -ren, -sic, -ic, and -tist to form words like secret and dentist. They then identify whether each word has open or closed syllables and create sentences. Materials include prompts for advanced questions, such as analyzing an author's purpose and applying their writing style. For example, Week 20, Day 5, teachers are encouraged to expand their reading lesson: "Today, we reread Inside an Anthill, told from the ant's point of view. We learn about their habitat, cooperation, leadership, and threats to their home. I want you to write this way today: Choose an animal or object and write from that perspective. What do you see? How do you move?"

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 include explicit prompts to support the teachers in modeling and explaining concepts. For example, in Week 11, Day 2, the teacher models reading and spelling words with suffixes, explaining that a suffix is added to change a word's meaning. They display the -ly "Word Construction Card," explaining that -ly stands for /lē/ and means "like, characteristics of, or in the manner of," usually describing an action. The teacher writes friend on a card, adds the -ly card to form friendly, and reads, "Friend-lē. Friendly." Materials include prompts to help teachers model and explain concepts. For example, on Week 13, Day 4, the teacher models the concept that a prefix is a word part added to the beginning of a word to change its meaning and reviews prefixes using a chart. The teacher points to prefixes on the chart and reviews related words. The materials prompt the teacher to say, "Let us read each word part aloud," and "Match each word part with another to build a real word." These explicit prompts guide the teacher in modeling word construction and instructing students to analyze syllables within multisyllabic words. In Week 1, Day 1, the materials guide the teacher to "Have children work in pairs to match the word parts," and "Ask them to identify whether the syllables are open or closed." This guidance helps the teacher explain the word structure concept and reinforce decoding strategies through small-group activities.

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

Week 3, Day 3 of the materials offers recommendations for employing diverse instructional strategies, such as word analysis, sentence writing, small-group support, and multilingual scaffolds. The "Differentiated Instruction" section highlights "Boost" and "Expand" activities for using the Interactive Sound Wall, decoding r-controlled vowels, and modeling pronunciation. Students practice multisyllabic words like preservation and awareness with Syllable Boards. The "Multilingual Learner Connection" suggests previewing vocabulary, providing blending support, and posing questions to deepen understanding. These approaches help to engage students in learning. The grade 3 lessons guide provides explicit directions for effective lesson delivery by including detailed lesson plans with step-by-step instructions. For example, Week 6, Day 1, recommends that teachers use Syllable Boards, asking students to identify and segment syllables, then write the corresponding sounds and letters. Materials include a variety of multisensory instructional strategies to enhance student learning. The curriculum introduction provides an overview of each strategy (such as Word Construction Cards and Syllable Boards), which are then used during daily lessons. For example, in Week 7, Day 3 lessons, students use Syllable Boards to practice spelling homophones. The materials in the Bridge to Reading: Texas Third Grade 2025 program offer teacher guidance and strategies such as Word Posters, "Word Stories," Anchor Charts, Word Construction Cards, and Syllable Boards for effective lessons. For example, in Week 19, Day 3, students build words using the Syllable Board and Word Construction Cards during the "We Do" activity.

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.

Students participate in various types of practice, including independent, partner, and collaborative work. The "We Do" activity has students working in pairs with Syllable Boards to build and read words like perfect and harder. The "Jump Out" activity prompts partners to discuss vowel team words and share responses, while "You Do" involves an independent written response based on "The Brief Life of a Leaf." Multiple practice methods supporting learning goals ensure accessibility for all students. In Week 3, Day 3, the materials provide guidance for teachers on using different practice types. The "Differentiated Instruction" section includes small-group activities for support with r-controlled vowels and extension activities that challenge students to spell multisyllabic words like preparation and observation. The "Multilingual Learner Connection" offers routines for decoding and instruction discussions. Effective instruction requires varied approaches to meet diverse student needs. The grade 3 Digital Curriculum provides professional development videos, including topics on visuals to support instruction, the Fidelity Checklist, and using daily lesson videos. These videos support students as well as teachers. The Week 3, Day 3 materials include structured routines for whole-group, small-group, and individual work. The" I Do" supports whole-group modeling with "Word Poster #5," the "We Do" offers partner routines for spelling and reading, the "You Do" involves an independent response in the "READ Book," and the "Jump Out" uses structured partner discussion to reinforce comprehension. By offering diverse practice opportunities, teachers empower students to take ownership of their learning.

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.

Third grade materials include weekly "Multilingual Learner Connection" activities designed to support students at various proficiency levels. On day three of each week, students engage in structured oral and written tasks—such as identifying vowel pairs, using pronouns in context (e.g., "Give Bella her notebook,"), and responding to teacher-modeled sentence stems—to build foundational academic language skills. Instruction gradually advances to more complex academic language for intermediate and advanced learners. For example, in Week 21, Day 3, students select and apply affixes, such as more terrific or "terrific-er," explain adjective use, and compose expanded sentences with visuals. These tasks, paired with guided rereading and text-based responses, help multilingual learners deepen vocabulary and grammar understanding across content areas.

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

Third grade materials include implementation guidance to supplement 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 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. The "Multilingual Learner Connection" explains scaffolding lessons for various proficiency levels and provides extra support on day three of each weekly lesson. This helps instructors with best practices like modeling and building background knowledge. Day 3 offers implementation guidance for EB students. For example, Week 10, Day 3, suggests activities to develop oral language and phonics skills using scaffolded Word Construction Cards. Embedded guidance equips teachers with detailed plans that outline specific language goals, video demonstrations of instructional strategies, and interactive teacher guides filled with practical tips for scaffolding content and language. These resources empower teachers to use the program effectively. For example, on Week 14, Day 3, the "Multilingual Learner Section" encourages teachers to create a word sort with the diphthongs ow and ou. The curriculum provides explicit and direct prompts that teachers follow. Teachers prompt students to say the words, encourage repetition, and apply the "Finger-Blending Strategy" to segment the sounds. By presenting the Word and "Picture" Cards, students use the words in sentences, while the teacher guides them to sort the cards correctly. Teachers adapt their instruction effectively to meet 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.

The grade 3 phonics "Differentiated Instruction" slide provides a "Multilingual Learner Connection" for educators. Students use the "READ Book" to complete a close reading activity that builds vocabulary while practicing the weekly phonics skill. The materials help students analyze texts and respond. Students are encouraged to use academic language and connect ideas. For example, in Week 21, Day 5, after reading "My Funniest Joke Ever," students complete the "Think and Write" section by writing an ending and a joke. Materials help teachers support multilingual learners in written discourse by providing opportunities for students to write about what they have learned that day. For example, in Week 23, Day 3, students write a summary of a passage after discussing it and its vocabulary with their peers. The grade 3 materials help teachers engage multilingual learners in oral discourse by having students share responses in their native language and English. In Week 18, Day 3, the teacher reviews the prefixes em- and en-, and students list words with these prefixes along with their meanings such as embrace (hug), and employ (work). Students then share sentences using the words. 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 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.

Materials include systematic phonics instruction through consistent routines such as "I Do, We Do, You Do," and tools like the "R-Controlled Vowels Sound Poster." For example, in Grade 3, Week 9, Day 1, the teacher introduces the ar sound using guided modeling. The grade 3 "Unit Overview" shows a structured approach to instruction. Unit 1 introduces vowels in multisyllabic words; Unit 2 builds on this with homophones, prefixes, and suffixes. The grade 3 "Scope and Sequence" begins with basic syllable types and gradually introduces vowel teams, diphthongs, and r-controlled vowels in early weeks. Instruction continues with affixes, contractions, and final stable syllables across the remainder of the year. Lesson plans introduce phonics skills in a clear progression, beginning with long vowels and CVCe and advancing to more complex concepts. Decodable texts such as The Attic, Bella the Poodle, and The Highest Mountains reinforce targeted 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.

Throughout Bridge to Reading: Texas Third Grade 2025, daily lessons feature scripted instruction and teacher modeling that provide explicit phonics practice in isolation. For example, in Week 8, Day 2, students decode and encode homographs such as dove and wind in isolation before applying their understanding to a decodable passage. Similarly, in Week 5, Day 1, students isolate suffixes and base words using Syllable Boards, and complete focused activities in the "READ Book," such as circling affixes and identifying root words. Students engage in independent and small-group practice with multisyllabic words and spelling patterns. In Week 1, Day 1, students read, map, and spell words such as publish and sunset, using strategies such as tapping out sounds and vowel pattern recognition. These routines are reinforced throughout the week using decodable books, such as Bridges in Week 5, which align with the phonics skill sequence and include companion lesson plans. These texts offer repeated, meaningful exposure to target phonics patterns, supporting fluency, decoding, and comprehension.

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

The materials provide daily phonics lessons that follow a consistent "I Do, We Do, You Do" structure featuring explicit instruction and teacher modeling. Lessons begin with scripted objectives and modeling of new phonics skills. For example, in Week 8, Day 4, the teacher introduces homographs by explaining their dual meanings and pronunciations, while in Week 14, Day 4, the teacher models how adding suffixes like -less and -ness changes a word's meaning. In Week 7, Day 1, homophones are introduced using an Anchor Chart and contextual sentence modeling (e.g., write/right), followed by guided and partner practice. This direct instruction model is consistently applied, as seen in Week 18, Day 1, in which the teacher uses the word overflow to explicitly demonstrate the meaning of the prefix over-. This predictable instructional routine supports student understanding and mastery of grade-level phonics concepts.

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, in Week 12, Day 3, the teacher reads part of a story aloud with students and guides them to decode unfamiliar words by breaking them into syllables. The materials offer immediate feedback prompts and corrective strategies—such as using the "How to Read Big Words" Anchor Chart—to reinforce decoding strategies when students struggle. Lessons like Week 18, Day 1 include structured "Corrective Feedback" guidance. If students have difficulty blending more than two syllables, the teacher is directed to first model blending the base word and then add the prefix, supporting scaffolded decoding. In Week 24, Day 1, corrective routines are built into the "Boost" section: Teachers orally present affixes, prompting students to repeat, define, spell, and then apply affixes to base words. This reinforces accuracy and understanding before independent practice. Daily phonics lessons also include corrective feedback scripts in bold type for quick teacher reference. For instance, in Week 10, Day 4, when working with suffixes -ed and -ing, the materials suggest using sticky notes to demonstrate spelling changes, such as dropping the final e or y. Similarly, in Week 8, Day 1, during instruction on homographs, the teacher models contextual meaning and uses visual and physical cues (e.g., miming a stopwatch for second) to clarify confusion and support student understanding in real time.

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

The grade 3 materials include daily collaborative learning opportunities through structured oral language routines and peer interaction activities. For example, in Week 3, Day 1, students participate in a "Collaborative Oracy" activity where they stand, mingle, and high-five a partner before responding to questions in complete sentences. Another type of collaborative learning occurs in Week 9, Day 1, through an "Inside-Outside Circle" in which rotating pairs of students use Word Construction Cards to form new words. Additional collaborative formats are embedded in lessons through guided partner discussions and vocabulary-based oracy routines. For instance, in Week 7, students decode multisyllabic words with a peer and discuss meaning, while Week 9 includes vocabulary-based "Turn and Talk" routines that support comprehension through peer modeling and feedback. Independent practice is consistently integrated in daily lessons, primarily in the "You Do" section. For example, in Week 4, Day 4, students read and write original sentences using target words independently in their READ Book. In Week 11, Day 1, they define prefixes and write example words independently. Additional independent tasks include spelling, sentence writing, and decoding practice. For example, in Week 7, Day 1, students complete sentences with homophones (tow/toe, sea/see), write and spell target word pairs on whiteboards, and independently read a decodable passage to reinforce phonics concepts.

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

The grade 3 Bridge to Reading materials include cumulative phonics review and consistent practice activities embedded throughout the curriculum. Each lesson begins with a "Jump In" section that prompts review of previously taught phonics concepts. For example, in Week 14, Day 1, the teacher reviews prefixes from prior lessons using an oral repetition routine, then students extend their learning by forming sentences with words such as nonfiction and disagree. Similarly, in Week 7, Day 1, students review homophones such as write/right and use gestures to show word meaning and sound differentiation. Daily lessons integrate structured phonics practice and cumulative review across all lesson components. In Week 1, Day 1, students engage in explicit practice using vowel tap routines and Syllable Boards to decode and encode multisyllabic words (e.g., publish, sunset, began). In the "I Do," "We Do," and "You Do" segments, students manipulate word parts, classify syllables, and flex vowel sounds to reinforce decoding strategies. Practice is also embedded in decoding, spelling, and word construction tasks across modalities. For instance, in Week 14, Day 1, students manipulate suffixes using Syllable Boards, placing -er and -or on different boards while practicing pronunciation and spelling. These multimodal routines are intentionally repeated throughout the program for reinforcement and skill retention. Unit assessments are designed to measure mastery of current content while revisiting previously introduced phonics skills. For example, the "Unit 3 Assessment," administered in Week 17, evaluates decoding with closed syllables and incorporates digraphs introduced in earlier lessons, ensuring cumulative skill application.

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

In Bridge to Reading: Texas Third Grade 2025, phonics practice consistently reinforces only explicitly taught skills. Lessons follow a structured "I Do, We Do, You Do" model, ensuring guided and independent tasks align with current or previously introduced content. For example, in Week 21, Day 1, students practice adding -er and -est after explicit modeling, applying spelling rules and building words such as nicer and funniest. In Week 14, Day 1, students use Word Construction Cards and Syllable Boards to build words with -er and -or after direct instruction. In Week 8, Day 2, students practice reading and writing homographs like fly and light after they have been explicitly introduced. Decodable texts and independent tasks extend practice but never introduce untaught phonics patterns, ensuring alignment across all instructional components.

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

Grade 3 materials include decodable texts that incorporate cumulative practice of taught phonics skills. The Bridge to Reading: Texas Third Grade 2025 program provides a scope and sequence that outlines the progression of decodable readers, ensuring each new text builds on previously taught skills. For example, in Week 2, the book Just One Friend targets suffixes -ed, -ing, -s, -es, and consonant-le, reinforcing phonics concepts from earlier lessons. Throughout the year, decodable texts such as Stick Bugs and The Blue Whale embed phonics elements like CVCe, digraphs, blends, prefixes, and suffixes in connected text. For instance, Week 24, Day 4 includes decoding activities like "Word Ladders" and passages with practiced affixes. In Week 15, texts such as The Hot Air Balloon Race and The Life of a Germ provide cumulative review of multisyllabic words with prefixes (in-, im-, pre-) and Latin roots (vis, struct, spect). These texts are designed to reinforce decoding, fluency, and application of phonics skills in literary as well as informational contexts.

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

Grade 3 materials provide students with opportunities to practice phonics in isolation and in decodable, connected text. Students engage in isolated phonics practice through decoding and word-building activities that target specific elements such as prefixes, suffixes, and multisyllabic word parts. For example, in Week 15, Days 1–2, students build and write words like prepaid, preplanned, infected, and unhappy using Syllable Boards and guided instruction. Following this isolated practice, students apply those skills in decodable, connected texts. In Week 15, Days 3–4, students read passages from texts such as The Hot Air Balloon Race and The Life of a Germ, which include cumulative phonics elements such as prefixes (in-, pre-) and complex word forms (e.g., precautions, microscope, infects). These connected texts reinforce decoding and fluency. Other examples include Just One Friend in Week 2, which supports work with suffixes -ed, -ing, -s, and consonant-le, and The Blue Whale in Week 24, in which students decode VCe words and affixed word forms while attending to phrasing and punctuation. Additionally, Word Ladders and encoding menus offer consistent isolated practice of blends, digraphs, and word manipulation skills aligned to previously taught content.

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

The grade 3 materials include multiple developmentally appropriate assessment tools that align with the progression of phonics and comprehension instruction. Students are assessed using tools that gradually increase in complexity, beginning with foundational skills and advancing toward more complex word structures. For example, the "Beginning of Year Phonics Benchmark" begins with encoding simple CVC words such as beg, and progresses to CVCe and multisyllabic words (e.g., noisy). The "End of Instruction Spelling Assessment" further evaluates students' ability to spell multisyllabic words with a variety of syllable types (e.g., subtract, connection, volunteer), requiring them to apply phoneme-grapheme knowledge and previously taught word study patterns. Weekly formative tools, such as the Weekly Checks, are also developmentally appropriate and consistent in structure, helping teachers monitor growth across specific phonics patterns like vowel teams, homographs, r-controlled vowels, and VCe syllables. Scoring guidance provides insight into error analysis and offers next steps for instruction. Additionally, comprehension assessments embedded in decodable readers—such as the "Think About Your Reading" questions in Birds, Week 12—include TEKS-aligned multiple-choice and constructed-response items. These questions move beyond basic recall to require students to synthesize information, make inferences, and cite textual evidence. The gradual increase in text complexity and question rigor ensures that both decoding and comprehension are assessed in developmentally appropriate ways throughout the curriculum.

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

The Bridge to Reading: Texas Third Grade 2025 materials include assessment tools that systematically and accurately measure students' acquisition of grade-level phonics skills. Phonics Benchmark Assessments are administered at the beginning, middle, and end of the year (BOY, MOY, EOY) to measure student progress on specific grade-level phonics objectives. These benchmarks assess decoding and spelling of words that reflect previously taught phonics patterns and provide reliable baseline and growth data. In addition, Weekly Checks are built into the curriculum to systematically monitor phonics acquisition throughout the year. These checks focus on a specific phonics pattern each week—such as vowel teams, VCe syllables, r-controlled vowels, and homophones—and follow a consistent format (word dictation and sentence writing). Their predictable structure allows for reliable comparisons across time. To ensure accuracy, the materials include detailed scoring guidelines and instructional notes to support error analysis. For example, if a student spells flower as flour, teachers are guided to consider visual memory errors or homophone confusion. Teachers record patterns using checkboxes (e.g., transfer, high-frequency words, conventions), and are provided with targeted reteaching suggestions. These systematic and accurate assessments—Benchmarks and Weekly Checks—allow educators to track growth, identify instructional needs, and adjust instruction based on clearly aligned phonics expectations.

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

The Bridge to Reading: Texas Third Grade 2025 materials include assessment opportunities across the school year that align with progress monitoring tools. Assessment tools are embedded throughout the curriculum to monitor growth and ensure alignment with instructional goals. For example, Oral Reading Fluency Assessments are administered three times per year—fall, winter, and spring—with benchmark expectations increasing from 83+ words correct per minute (WCPM) in the fall to 112+ WCPM in the spring. These assessments help gauge whether students are progressing in fluency at expected rates. Weekly Checks and end-of-unit assessments are used to track student understanding of decoding and encoding skills, enabling teachers to monitor phonics mastery and retention. Summative assessments in Units 1–4 allow teachers to identify students who need additional support and to make instructional adjustments. Additionally, the Red Words Assessment, based on the Dolch Sight Word List, supports monitoring of sight-word acquisition across the year. Grade-level expectations include mastery of 400–500 words by midyear and 500–600 by year end. Together, these tools offer a comprehensive system of assessment—formative, summative, and diagnostic—aligned with progress monitoring checkpoints across the school year.

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

The Bridge to Reading: Texas Third Grade 2025 materials include data-management tools that support tracking individual student progress and inform appropriate instructional decisions to accelerate learning. Teachers have access to multiple tools to analyze, interpret, and act on student data. The Digital Assessment platform provides individual student reports across various phonics assessments. Educators can filter data by skill (e.g., diphthongs, multisyllabic words) and proficiency level ("Beginning," "Developing," "Proficient") to identify gaps and adjust instruction accordingly. Data is viewable as both percent and count correct, allowing for granular analysis. Weekly Checks and Scoring Guidelines help teachers interpret student progress. For instance, proficiency levels are defined as Beginning (≤60%), Developing (61–79%), and Proficient (≥80%), which allows educators to group students for differentiated instruction or intervention. The materials also recommend using class trends to identify areas needing whole-group reteaching. Instructional Guidance Sheets from Unit Assessments offer next steps for accelerating instruction. For example, if a student struggles with syllable/spelling rules, the materials direct teachers to reteach segmentation strategies and reinforce spelling rule application using visual tools like Syllable Boards and Anchor Charts. Additionally, the Video Learning Library includes a training titled "Using Assessment Data to Inform and Plan Instruction," which supports educators in interpreting assessment results and using them to plan targeted instruction that accelerates skill mastery. Overall, these integrated tools provide robust, developmentally appropriate support for using data to make informed instructional decisions and promote student growth.

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

Grade 3 materials include Weekly Check Class Recording Sheets that help teachers analyze patterns in whole-class performance on skills such as spelling, sentence dictation, and phonics conventions. Teachers can use these tools to identify trends in student mastery (e.g., consistent errors with inflectional suffixes or vowel teams) and determine whether to reteach or extend instruction. The Digital Assessment platform provides visual reports for BOY, MOY, and EOY benchmarks, showing proficiency levels by skill (e.g., diphthongs and multisyllabic words) using color-coded graphs that reflect scores that range in percentages (Beginning: ≤60%, Developing: 61–79%, Proficient: ≥80%). Teachers can quickly identify if most students are below proficiency and respond by grouping students for reteaching or providing additional practice using publisher resources. Student Tracking Sheets allow learners to reflect on their progress and provide teachers with individualized insight into phonics skills such as vowel representation, syllable spelling, and use of conventions. These tools help educators analyze individual student needs and adjust instruction accordingly. The materials support differentiation by enabling teachers to filter and interpret student performance on decoding and encoding through the Reports feature. Teachers can view percent or count correct data provided on the reports dashboard (Beginning: ≤60%, Developing: 61–79%, Proficient: ≥80%), compare performance over time, and group students by common needs for targeted instruction or acceleration.

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

Grade 3 materials provide guidance for adjusting assessment frequency based on individual student performance, using tools like the Assessment Flow Chart, phonics screeners, and fluency checks. Students demonstrating strong skills require less frequent monitoring, while those needing support are assessed more often with targeted tools such as Bridge the Gap Placement and Progress Monitoring assessments. Teachers use Weekly Checks, Unit Assessments, and diagnostic tools to analyze student strengths and needs, guiding instructional decisions. Error analysis and performance data help identify students for reteaching, small-group instruction, or acceleration, ensuring instruction aligns with each student's learning progression.

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

Grade 3 materials include clear, actionable guidance for using progress monitoring data to accelerate learning and address student needs. The Assessment Flow Chart and scoring guidelines identify proficiency levels (Beginning: ≤60%, Developing: 61–79%, Proficient: ≥80%), and recommend next steps, 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. Teachers are equipped with instructional tools and task-specific interventions based on assessment results. Weekly Checks and Unit Assessments include scoring rubrics and instructional guidance to analyze errors in sound-spelling correspondences, decoding, and fluency. The materials recommend follow-up activities (e.g., letter-sound matching with Word Construction Cards) to reinforce targeted concepts and support mastery through whole-group, small-group, or individual instruction.

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)

Materials offer systematic guidance through structured routines. Routines support and guide students through materials that support their discussions for various purposes. For example, on Week 13, Day 4 (Collaborative Oracy), students practice responding to their peers using modeled question stems such as Can you tell me more about ___? and What were the steps in your project? The teacher prompts them by saying, "Turn to face your Four Friends and take turns sharing," which fosters partner dialogue and encourages academic communication. Third-grade materials include structured guidance for teachers to provide students with various instructional methods, such as modeling, feedback, and independent practice, to develop oracy. For instance, on Week 18, Day 1, the curriculum encourages the teacher to model prefix words such as overflowed and oversleep using the "Prefix Anchor Chart." Students spell and share words such as overjoyed with a partner, receive feedback, and discuss the meanings of words such as overreact in the "Jump Out" activity. For independent work, students complete an assigned task on prefixes in their READ Book and share sentences aloud, reinforcing oral language through written application.

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

The curriculum offers various opportunities for students to engage in social and academic communication. For example, on Week 18, Day 1, after rereading The Greedy Fox, students use complete sentences to respond to oral comprehension questions such as What lesson did the fox learn? The curriculum suggests that teachers support students by prompting them to use sentence stems and providing oral language feedback. Engaging in social and academic communication prompts students to think critically about the topics at hand.

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)

Materials provide authentic opportunities for students to listen actively, ask questions, and engage in discussions to understand information. In Week 11, Day 4, Collaborative Oracy, students engage in group discussions before reading a story about a rainy day. The teacher encourages students to share with their group the item they would most like to use on a rainy day and why they chose it, while monitoring respectful turn-taking and thoughtful responses. The materials also create opportunities for students to share information and ideas with peers, using sentence frames and guided discussions. In Week 11, Day 4, the "Jump Out" activity prompts the teacher to ask, "What happens when Leo pokes the leaves with a stick?" and "How do you think Max feels about his adventure?" Students respond using evidence from the text. Actively listening and engaging in discussions help students better understand information. They learn to determine key ideas, ask relevant questions, and clarify their understanding, which enhances overall comprehension.

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 3, materials build phonics skills through a structured progression. Students master letter-sound relationships for decoding, encoding, and word recognition. Instruction starts with consonant digraphs and doubled letters such as f, s, z, and l, followed by practice with consonant blends, clusters, and glued sounds. Teachers then guide students through long vowel patterns using CVCe words and help them distinguish hard and soft sounds of c and g. Finally, focus shifts to r-controlled vowels, enhancing their ability to decode and encode complex words. In grade 3, 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 directed 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)

Third-grade materials provide explicit instruction and corrective feedback to address common phonics errors and misconceptions. For example, in grade 3, Week 3, Day 1, the teacher addresses a common error in vowel patterns by saying, "Today, we will read and spell words with a CVCe pattern. The silent final e makes the first vowel long and say its own name." After writing cat on the board, the teacher asks, "What will happen to the vowel sound if I add a silent e at the end of the word cat?" The teacher then models: "The final silent e makes the vowel a long: /k–ā–t/, cate," and connects the concept to multisyllabic words: "-Cate is a syllable in the word locate. Can you please locate your iPad?" Third-grade materials provide guidance to teachers and address common misconceptions through direct explanation. For example, in grade 3, Week 4, Day 1, the teacher says, "Today, we will read and spell words that have the sounds /ŏo/ or /ōo/ in one of the syllables. Remember: Every syllable needs to have at least one vowel." The teacher clarifies spelling misconceptions by explaining, "When the sound /ōo/ is at the end of a word or syllable, we can use the spelling -oo or -ew. If we hear /ōo/ at the beginning or middle of a syllable, we will only use the spelling -oo. When students receive immediate and effective feedback, misconceptions are less likely to develop.

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)

To develop and practice decoding multisyllabic words in isolation, the materials support explicit instruction and syllable pattern analysis. In Week 6, Day 4, the teacher models encoding the word believe by saying, "First, I will segment, or separate, the word into syllables: believe, /be - lieve/," then models how to spell the word using syllable types. The materials emphasize repeated opportunities for students to apply letter-sound correspondence when decoding and encoding single-syllable and multisyllabic words. To develop students' understanding of applying letter-sound correspondence to decode multisyllabic words in decodable connected text, the materials prompt the teacher to connect vowel patterns and syllable types through supported reading routines. For example, in Week 6, Day 4, the material suggests the teacher introduce the READ Book story "Forecast Fun" by saying, "You will practice reading and spelling the syllables for some tricky words," helping students apply syllable knowledge in context. To practice their understanding of applying letter-sound correspondence to decode multisyllabic words in isolation, the materials provide Word Construction Cards and Syllable Boards that allow the teacher to model word formation step-by-step. For example, on Day 1 of Week 11, the teacher says, "Write the word like on a blank card. Add the dis- Word Construction Card to spell the word dislike. I can read these two syllables: dis/like, dislike." To practice students' understanding of applying letter-sound correspondence to decode multisyllabic words in decodable connected text, the materials provide structured routines in the "You Do" section. For example, students read the passage "The Reading Celebration" on Day 4 of Week 14, Day 4, practicing decoding of words with the suffix -tion in context as part of a supported fluency activity. To reinforce decoding and encoding of multisyllabic words through cumulative review, third-grade materials offer teacher guidance that integrates vowel patterns and syllable types. For example, on Day 1 of Week 3, the teacher says, "Let us read some words together. Remember: Every syllable must have at least one vowel. Let us underline the vowels and loop the syllables to read the word." The teacher then guides students in decoding discounts by asking, "What vowels do we see?" and modeling, "Loop and read the syllables: /dĭs - count/, discount." To reinforce through cumulative review their understanding of applying letter-sound correspondence to decode multisyllabic words in decodable connected text, the teacher is supported by prompts and reading tasks in the READ Book. On Day 4 of Week 13, the teacher prepares students for reading "Creative Classroom Activities" by saying, "As you read, pay attention to your phrasing and the punctuation you see in the passage. After you finish reading, you will highlight or circle the words with prefixes."

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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)

This guidance is not applicable to the product.

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 include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. In grade 3, the materials suggest that teachers begin with foundational patterns, such as long vowels (CVCe), and then progress to more complex spelling concepts, like hard and soft c and g. The curriculum suggests that teachers instruct students on final silent e and vowel teams before moving on to suffixes such as -able and -ible. For example, the "Progression of Phonics Concepts Chart" in the Introduction shows that long vowel patterns are introduced early, ensuring a logical and developmentally appropriate sequence. The material also suggests that teachers implement phonics instruction following a TEKS-aligned progression, moving students from simple to more complex concepts throughout the academic year. Students begin with open and closed syllables and r-controlled vowels before advancing to prefixes, suffixes, and multisyllabic word decoding. For example, Unit 1 introduces open and closed syllables, while Unit 2 builds on these concepts by teaching inflectional endings like -ed and -ing. Vertical alignment and weekly unit overviews support skill continuity and spiraling throughout the year, reinforcing previously taught concepts. For example, Weeks 20–24 of Unit 4 serve as review weeks, revisiting suffixes introduced earlier in the program such as -less, -ness, and -ful.

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)

In grade 3, materials offer guidance for teachers to explicitly instruct students in decoding multisyllabic words using syllable division patterns, following a gradual release model. For example, on Day 5 of Week 3, the teacher leads students in decoding the word before by saying, "What do we do first? Let's segment the word into the syllables we hear: before, be - fore. How many syllables do we have? Now, let's listen for the sounds we hear in each syllable." The materials provide explicit instruction for grade-level sound-spelling patterns. For example, the Week 3, Day 5 lesson script directs the teacher to guide students in decoding and encoding words with schwa sound-spelling. The teacher is directed to say, "In the word absorb, the letter a stands for the schwa sound /ŭ/, and the stress is on the second syllable." When students receive direct instruction on sound-spelling patterns, they can increase their mastery in encoding in-text responses and written compositions as well as master syllable combinations of single and multisyllabic words.

Evaluation for 5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)

Materials include activities and resources for the teacher to support students in enhancing grade-level sound-spelling patterns. The activities focus on initial instruction and the introduction of new phonics concepts. For example, Week 13, Day 3 of the curriculum suggests that the teacher use an Anchor Chart for prefix introduction, for example, dis- and mis-. The script says, "Discontent means another word for unhappiness," and "Misunderstand means to not understand, or to lack knowledge about something that already happened." Students are guided through decoding the syllables and vowel team /oo/ in the word misunderstood. The grade 3 curriculum provides teachers with structured guidance, offering activities that help students practice grade-level sound-spelling patterns. For instance, during Week 8, the curriculum highlights a Homograph Sentence Writing activity, in which students learn to spell and use homographs such as left, school, and second in their writing. These materials support teachers in facilitating guided as well as independent practice, allowing students to apply their newly acquired phonics skills effectively.The Getting Started section outlines a consistent phonics lesson structure that includes activities from each component: "Jump In," "I Do," "We Do," "You Do," "Jump Out," and "Differentiated Instruction." This approach ensures clear sequencing and effective delivery across lessons. The activities reinforce grade-level sound-spelling patterns and provide cumulative reviews from the day's lesson and across lessons.

Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)

Materials provide a variety of activities to support decoding words with taught sound-spelling patterns in isolation. For example, in Week 14, Day 4, using the "Boost" section, the material suggests that teachers model decoding multisyllabic words with suffixes in isolation by using the How to Read Big Words Anchor Chart. Words include destination, celebration, and invitation, helping students isolate and decode words that contain the suffix -tion. Materials include decodable connected text that builds on prior instruction. For example, in Week 2, Day 4, students read the decodable story "Trombone Trent Wins the Prize," which emphasizes multisyllabic words with long vowels. Students identify words such as trombone, money, and making. Materials support encoding sound-spelling patterns through structured and focused activities. For example, in Week 2, after reading a short text, students engage in practice with a "Multisyllabic Word Sort." The activity instructs students to circle multisyllabic words with vowel teams and sort them into three columns. The categories include Schwa, CVCe Words, and Words with Vowel Teams. This categorization task gives students encoding practice in isolation. The curriculum provides opportunities for students to apply spelling patterns in writing within a broader context, where they both encode and decode in connected texts. For example, on Day 2 of Week 8, students encode homographs in context by writing sentences with both meanings of read and live, identifying them in a related passage.

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

The instructional materials provide a systematic sequence for introducing regular and irregular high-frequency words, as outlined in the scope and sequence. Each week targets a specific list of high-frequency words that students are expected to learn. For example, in Week 1, students focus on second, within, and human, while Week 2 covers above, alone, and maybe. This structured approach continues with words such as important, person, and word in Week 3; though, although, and country in Week 4; and able, example, and different in Week 5. In addition to regular high-frequency words, the materials include the introduction of Red Words, with students learning three each week. Typically, two of these words follow a spelling pattern, while one is irregular. For example, during Week 9, students learn common, several, and general, while Week 12 introduces anyone, anything, everything, and someone, mixing regular and irregular words in the same week. The materials emphasize decodable high-frequency words, aligning with phonics skills. For instance, in Week 5, above, alone, and maybe are taught alongside the phonics principle that every syllable must contain at least one vowel. Overall, the materials ensure a comprehensive approach to regular and irregular high-frequency words, building on students' knowledge progressively while providing clear examples and direct instruction to enhance reading fluency.

Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)

The materials provide teachers with guidance on explicitly instructing students in decoding regular and irregular high-frequency words. For instance, in Week 9, a teacher models syllable division for the word common, emphasizing that it consists of two syllables: com-mon. This method helps students recognize predictable phonics patterns in high-frequency words. Similarly, on Day 2 of Week 14, the teacher introduces the word almost by prompting students to identify the sounds in al- (/aw-l/), highlighting the complex vowel combination. To tackle irregular high-frequency words, the materials use structured routines that link sounds to their unexpected spellings. In Week 4, a teacher introduces the word country, breaking it down into syllables—coun-try—while explaining that the sound /ŭ/ is spelled ou and /ē/ is spelled with a y. Furthermore, in Week 19, Day 2, the teacher decodes course, guiding students to identify the sounds and their spellings, such as /or/ spelled our and /s/ spelled se. These lessons empower students to recognize irregular patterns and build automatic word recognition. Additionally, the materials incorporate repeated encoding practices for regular high-frequency words through engaging activities like "Read It, Build It, Write It!" and Word Ladders. These activities encourage students to change one sound to create new words, with teachers providing explicit instruction on words like come, play, and look. During Week 5, for example, teachers involve students in decoding and encoding routines using Syllable Boards to write words such as needle and startle, effectively mapping sounds to spelling patterns. Through these well-structured activities, students develop confidence in spelling words that follow regular phoneme-grapheme relationships. When curriculum resources offer teachers support—including background knowledge on high-frequency words and sample scripts for direct instruction—teachers can deliver clear and comprehensible lessons that enhance student learning.

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)

Grade 3 materials include a variety of activities for students, enabling them to decode and encode high-frequency words through structured routines. The routines include Read It, Build It, Write It! and hands-on tasks such as Word Ladders, which reinforce phoneme-grapheme relationships and support ongoing practice. The materials suggest that students boost their encoding skills by using tools like the High-Frequency Words Work Mat and participating in the "Partner Read & Spell Game," which promotes word identification and spelling for a solid foundation in decoding and encoding. The curriculum consistently exposes students to irregular high-frequency words through engaging encoding and decoding activities, such as "Roll, Read, & Create" tasks and direct phoneme-grapheme instruction, enabling them to recognize and apply these words in context. To strengthen their encoding abilities, the materials suggest that students employ tools such as the Mapping Words Work Mat and engage in multisensory routines, practicing the spelling of irregular words and incorporating suffixes. The materials suggest that using these tools deepens students' understanding and application of vocabulary.

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)

Materials include a variety of activities and resources that help students read high-frequency words in isolation and in connected text. In grade 3, students practice high-frequency words with weekly Word Cards and lists. For example, on Week 13, Day 2, they decode the word common by using phoneme-grapheme mapping. In grade 3, students use memory-building strategies, including graphic organizers, and the Mapping Words Work Mat. When students write high-frequency words, the materials suggest that they use the Mapping Words Work Mat, where they segment sounds, match letters, and write the full word. When spelling words such as problem, the material recommends that students tap out the sounds and record them on the mat, reinforcing their writing skills. Material includes connected text; students read decodable texts and fluency passages that feature high-frequency words. For example, students read "The Library Is a Special Place" on Day 2 of Week 18. The material suggests that students identify high-frequency words such as system, company, and area. Finally, students incorporate high-frequency words into their writing tasks. In the READ Book, for example, students write responses that include target words such as some after reading related sentences in Week 23, Day 3, which helps solidify their understanding and application of these terms. Students will develop stronger retention and recall of high-frequency words by engaging in memory-building strategies, enhancing their reading fluency and writing accuracy. Repeated exposure in various contexts supports long-term retention and helps students become more confident in their decoding and encoding abilities.

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)

Grade 3 materials follow a clearly defined, TEKS-aligned scope and sequence that introduces syllable division principles in a logical progression. Instruction begins with open and closed syllables in Week 1, in which the teacher introduces closed syllables by explaining that "The first syllable, pub, is a closed, or short, syllable," noting that closed syllables consist of one vowel letter ending in a consonant and emphasizing that when students read and spell these syllables, they typically hear the short vowel sound. For example, the teacher may prompt students to tap the vowel and say the sound: /ŭ/. As the weeks progress, the instruction becomes more complex, culminating in Week 6, Day 1, when students learn to segment multisyllabic words like exploded. The teacher models this by breaking the word into the syllables ex-plod-ed. This systematic structure strengthens students' foundational skills while preparing them for advanced syllabication and word structure. The materials include a structured scope and sequence for decoding multisyllabic words. As the curriculum continues, the complexity of the materials gradually increases. After mastering long and short vowels, students tackle multisyllabic decoding and encoding using affixes. By Week 4, the instruction introduces complex vowels and diphthongs, setting the stage for later units that focus on morphology. In Week 9, students begin working with prefixes such as dis- and in-, and by Week 24, students apply their syllable division skills to words featuring suffixes such as -tion, -ment, and -able.

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)

Grade 3 materials emphasize syllable division to enhance decoding and encoding of multisyllabic words. The Syllable Types Anchor Chart helps students recognize that each syllable contains at least one vowel, promoting flexible thinking when reading and spelling. Direct instruction focuses on applying syllable division principles, evident in lessons where teachers guide students through the process of breaking down words such as disobey and candle into syllables while identifying prefixes and suffixes. Materials include guidance for the teacher to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division. For example, in Week 11, the materials suggest that students learn to separate words such as disobey into their components, recognize syllable characteristics, and flex vowel sounds when needed. The teacher's script says, "Use the Word Construction Cards to display the word disobey. I see the prefix dis- in this word. I will circle the prefix. I know this prefix means 'the opposite of.' Now I will underline the vowels in the rest of the word. I can loop the syllables: /o-bey/. The letter o is a syllable on its own because every syllable must have a vowel. When I read the last syllable, I can try reading it as /bē/. Listen to these two syllables: /ō-bē/, obē. That does not sound like a word I know. I can flex the vowel in this word. The letters ey stand for the sound /ā/. Listen to these two syllables: /ō - bā/, obey. Listen to me read the word /dis - o - bey/, disobey. We can add the suffix -ed to change the word disobey to the past tense, disobeyed: The class disobeyed the rules when we had a guest teacher. The class did the opposite of what they were supposed to do, so they did not obey." The grade 3 materials teach students to decode and encode multisyllabic words. For example, on Day 1 of Week 5, the teacher demonstrates spelling the word candle by segmenting it into syllables: "/can - dle/." The teacher explains the first syllable, /can/, forms a closed syllable with the sounds /c - ă - n/. For the second syllable, /dle/, the teacher writes dl and adds a silent e to create a consonant-le syllable. Finally, the teacher guides students to read candle, underlining the vowels and looping the syllables together, emphasizing that "every syllable needs at least one vowel." Cumulative review activities help reinforce previously learned skills, allowing students to overcome persistent challenges in decoding and encoding.

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)

In third grade, students develop essential decoding and encoding skills through systematic activities that build upon one another. For example, activities in Week 2 focus on segmenting words into syllables using Syllable Boards, promoting active decoding among peers. The curriculum introduces consonant-le syllable patterns in Week 5 with words like needle and poodle, and advances to affix application in Week 11, where students learn to decode words such as dislike and displace through teacher modeling and explicit blending. Students also engage with multisyllabic words found in self-selected texts, identifying open and closed syllables. In a collaborative setting during Week 11, the materials suggest that students practice cumulative decoding by forming and decoding words such as disown and discard using Syllable Boards, integrating them into meaningful sentences. The READ Book reinforces these skills by including current as well as previously taught phonics patterns. Encoding is emphasized through direct instruction and multisensory activities. For example, in Week 5, the materials suggest that students encode dictated multisyllabic words by applying syllable division patterns and participate in interactive games, such as the Partner Read & Spell Game, which fosters phonics-based learning. Overall, the instructional materials support cumulative review through structured routines and engaging activities such as Word Ladders and "Magic Squares." In Week 11, materials recommend that students further solidify their skills by using Syllable Boards to encode words such as displease and apply them in context-based writing prompts. This ensures that students acquire vital decoding and encoding skills while deepening their understanding through engaging practice that is aligned with grade 3 expectations.

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)

In the grade 3 materials, the teacher dictates multisyllabic words for students to decode and encode based on syllable division rules. For example, on Day 3 of Week 5 the teacher calls out words that have a consonant-le final syllable. The students use the Spell Tabs Folder to build words including sprinkle, nibble, little, and dimple as the teacher says them. Students use the READ Book to practice decoding and encoding one-syllable or multisyllabic words. For example, during Week 11, students are learning multisyllabic words with the prefixes un-, re-, im-, in-, and dis-. The activities in the READ Book allow them to read words in isolation, read words in a sentence, and read a short decodable text that contains the current skill while allowing for practice of previously learned skills. Students use Word Construction Cards to form multisyllabic words. For example, in Week 19, students identify words from the Suffix Anchor Chart and use Word cards to build words such as playful and joyful. Students practice decoding one-syllable and multisyllabic words in connected texts such as What Causes the Seasons in Week 14. The materials include activities in which students analyze words that follow specific syllable division principles and read them in isolation to reinforce decoding and encoding skills. For example, the Day 1 of Week 6 materials direct the teacher to say, "First, I will segment, or separate the word into syllables: exploded, /ex - plod - ed/. I hear three syllables. Next, I will listen for the sounds I hear in each syllable." The grade 3 materials provide lesson plans that guide teachers and students to analyze syllable types and syllable division principles while reading decodable and connected text. For example, the Week 6, Day 1, READ Book activity prompts students to read sentences with multisyllabic words such as helmet, basketball, and locate in a connected text. The Week 11, Day 1 "I Do" and "We Do" sections direct the teacher to explicitly model decoding multisyllabic words using syllable types and syllable division principles in isolation and in connected text. Teachers display the prefix card for dis- and introduce multisyllabic words like dislike, displace, and disorder by blending syllables aloud and discussing meaning. Students practice breaking apart words using Syllable Boards and spelling aloud in chunks. The lesson provides opportunities for decoding with direct teacher modeling ("The prefix dis- means 'not' or 'the opposite of' . . . Now say both syllables: dis-like") and partner activities using multisyllabic words in decodable sentences such as "He was unhappy with the disorder in the room." The Week 11, Day 1 "You Do" section supports encoding multisyllabic words through structured spelling routines using syllable types and syllable division principles in isolation as well as connected tasks. Students spell words like disown, displease, and discard using Syllable Boards to map out each syllable before writing the full word. The teacher directs students to analyze the meaning of each word and use it in a sentence, reinforcing spelling accuracy and understanding of affix-based meaning. Students are prompted to say each syllable aloud, write the word in their notebooks, and apply it in context, such as writing about a character who "disowned his old habits."

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

The curriculum incorporates a structured approach to teaching grade-level affixes, starting with accessible prefixes such as un-, re-, and im-, and progressing to more complex prefixes such as over-, en-, and em- as well as suffixes such as -able and -ible. Each unit provides a clear overview highlighting vocabulary development through morphological study. For instance, Unit 2 focuses on inflectional endings, while later units reinforce previously learned concepts. By Week 9, students explore prefixes, followed by suffixes in Week 10, and continue with an increasing range of morphemes throughout the year. The instructional materials ensure a spiraled progression, allowing for repeated exposure to affixes such as mis-, non-, pre-, -or, and -er. This framework supports decoding and encoding multisyllable words, enhancing students' understanding of sound-spelling connections and vocabulary usage as they apply their knowledge in reading and writing activities throughout the year.

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)

The materials include teacher guidance that provides explicit (direct) instruction on prefixes, supporting the recognition of common morphemes and their meanings. Curriculum resources include a Prefix Anchor Chart and teacher guidance for using morphemes (e.g., affixes, roots, base words) to support decoding and encoding. For example, the Week 9, Day 2, teacher's guidance says, "Today, we will read and spell words with the prefixes im- and in-. Remember: A prefix is a word part that is added to the beginning of a word to change its meaning. The prefix im- means 'not.' One meaning for the prefix in- is 'not.'" Materials offer teacher guidance that provides explicit (direct) suffix instruction for using common morphemes' meanings to support decoding. For example, in Week 14, Day 1, students learn to decode and spell words while understanding how suffixes such as -or and -er affect meaning. The teacher prompt says, "We use the letters or as a suffix if the base word ends with the letters ct, it, ess, or ate. An example is the word reader. When we add the suffix -er, we are referring to a person connected with reading." Materials include teacher guidance for using morphemes to support reading fluency and comprehension. For example, in Week 22, Day 1, the teacher provides guidance on reading multisyllabic words with morphemes. The material suggests that the teacher says, "Watch me read this word believe - able, believable. We do not read this suffix by syllable. Instead, we read it as one unit because it has one unit of meaning."

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)

The grade 3 material offers activities and resources designed to help develop students' morphological skills, which span over several weeks throughout the year. For example, on Day 1 of Week 14, the teacher is directed to say, "Last week we read and spelled words with prefixes. I will say a word aloud. You will repeat the word and then tell me the prefix you hear. Say the following words aloud: nonfiction (non-), impossible (im-), reopen (re-), disagree (dis-), misplace (mis-), unpleasant (un-), inconvenient (in-). Then have students work with a partner and share a sentence using one of the words. Students may add a suffix to change the meaning of the word. On Day 2 of the same week, the materials suggest that the teacher guide students by reading a short decodable text that requires the addition of suffixes, such as -or and -er, to comprehend the narrative. For example, on Day 1 of Week 11, the teacher's "Jump In" activity says, "I will say a word and you will repeat the word. Then you will write the prefix or suffix you hear on a Syllable Board and hold your board in the air. Say these words aloud one at a time: unknown, stepped, impractical, indirect, washes, reread, trusted, reaching, voted, unfair, tigers. After each word is read aloud and students write the prefix or suffix, invite a volunteer to define the word and use it in a sentence. Additionally, in their READ Books, students learn about suffixes in the Week 14 "You Do" activity by writing definitions as they are introduced, creating a chart that helps solidify their understanding. The curriculum also incorporates cumulative reviews to reinforce the concepts that have been learned. For example, in Week 20, Day 3, students review previously taught affixes by sharing words with partners and categorizing them based on their prefixes and suffixes. Similarly, on Day 1 of Week 23, students demonstrate their knowledge by writing down prefixes and suffixes corresponding to the given meanings. Overall, the materials are designed to provide a comprehensive and interactive approach to learning morphological skills, encouraging collaboration and application in real-world contexts.

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 3 materials include activities for students to decode and encode morphemes in isolation as well as within connected, decodable texts. For instance, on Day 1, Week 3, students decode words like believe and receive using Syllable Boards, focusing on vowel teams and syllable division. By Week 15, the materials suggest that students use Word Construction Cards to form base words such as order and add prefixes like pre- to explore changes in meaning. Materials also include activities and resources that facilitate and support encoding. For example, in Week 21, the materials recommend that students practice encoding base words with suffixes such as -er and -est, and on Day 1 of Week 22, the materials direct students to spell words containing affixes such as misspelled and definition on whiteboards. Encoding practice continues into Week 3, Day 1, in which the materials suggest that students segment syllables and identify sounds in multisyllabic words. Students enhance their decoding skills by reading texts that build on their prior learning. On Day 2 of Week 14, the materials recommend lessons using decodable texts that require students to have an understanding of suffixes like -or and -er. In Week 18, they decode the word communication from the book Conversations with Gracie, and in Week 14, the students tackle multisyllabic words in What Causes the Seasons? Furthermore, the materials emphasize encoding within connected text. For example, in Week 3, Day 1, students spell and read words like movie, protein, and receipt in complete sentences, effectively applying what they have learned. Overall, the program provides structured opportunities for students to proficiently decode and encode morphemes in context.