Build Literacy Learning

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

The Build Literacy Learning™ Teacher Resource Guide includes an introduction that explains how the materials provide additional support by building on existing knowledge to create new knowledge networks. The introduction explains how the materials support students by “connecting prior knowledge to new learning experiences and building new knowledge networks.”

The “Rubric - Supp RLA - Purpose” section states that the purpose of the program is “Additional practice to enhance grade-level instruction” and provides an outline and explanation of each component of each lesson structure.

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

In the Teacher Resource Guide, the “How to Teach a Text Study Unit” section explains how to teach each lesson and describes the structure of each section so educators understand how to teach each part of the lesson. The appendix provides a breakdown of the lesson structure in further detail.

The Teacher Resource Guide includes appendix 4 “Comprehension” and appendix 5 “Writing Lesson Structure.” Appendix 4 builds background knowledge on comprehension for educators and includes details on how to follow the routine of each lesson component for each comprehension section of the lesson. For example, the Teacher Resource Guide states, “Having students reflect on what they have read and asking questions about what they are reading and learning can help them to more fully understand a text.” Educators can apply this guidance to each lesson. Appendix 5 outlines the I Do, We Do, You Do routine of the writing section of each lesson. Educators can also apply this general guidance to each lesson.

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

The table in the Teacher Resource Guide, appendix 1 “Summary of Topic Knowledge,” provides summaries of topics, concepts, and vocabulary connected to each text. The materials do not include evidence of student expectations or a rationale for the scope and sequence design.

The table in the scope and sequence includes a summary of letters, sounds, and key words for each text. Summary charts found in the digital resources include skills taught in each lesson. For example, “Program Resources: Summary Charts” (digital) explains that the text Our Spot focuses on /ay/ (the long a sound). The materials do not reference the Texas Essential Knowledge and Skills (TEKS) or a rationale in the scope and sequence chart.

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

The Teacher Resource Guide states that students should complete each Text Study Unit in two to four 30-minute blocks. The materials state, “More than one block can be implemented in a day, depending on other components of your literacy program.”

The Teacher Resource Guide includes a weekly timetable sample that outlines how students must use 30-minute time blocks to complete each section of the Text Study Unit, along with an additional 30-minute block when needed.

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

The program provides structured instructional documents such as “How to Teach a Text Study Unit” and “Planning Your Literacy Instruction,” which outline steps for instruction and explain how lessons should be delivered. These resources guide educators to use explicit instruction strategies, including explaining, modeling, and telling to support student learning.

Instructional sequences for each reading component along with unit organization charts help educators understand the structure and delivery of lessons across the program. Together, these resources provide general direction for primarily procedural implementation.

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

The materials do not include family support resources or guidance for supporting student progress at home.

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

The materials include formative reading assessments in the online “Program Resources” under “Assessing Reading: Decoding, Comprehension, Fluency,” which states, “Measure student progress with these ready-to-use assessment tools.” For example, the materials assessments evaluate students’ decoding, fluency, and comprehension skills. However, the materials do not include a summative assessment to evaluate student performance on the literacy skills developed in the lesson set.

The materials include formative assessments that incorporate educator-led comprehension questions and graphic organizers to assess students’ understanding in the “Comprehension” section of each lesson. For example, in the lesson “The Plum Tree,” the educator is instructed to ask questions after reading such as “What part of the tree does ant need?” Each section includes a literal, an inferential, and a critical question. The materials state, “Use the following questions to check students’ understanding of what they have read.” However, the materials do not include a summative assessment to evaluate student performance on the literacy skills developed in the lesson set.

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

In the “Program Resources,” the stated purpose of the assessments is to “Measure student progress with these ready-to-use assessment tools!” Each assessment begins with the statement “This assessment is designed to be used with texts that students have studied in class.” Additionally, the program guides educators through the different components of the assessment. For example, in the “Comprehension” section of the assessment, the following directions are found: “After the student has finished reading, use the comprehension questions below. Each question is labeled for the complexity: literal, inferential, or critical.”

The “Decoding Accuracy” chart provides educators with the following directions to check student decoding, comprehension, and fluency skills. Educators “calculate the % of accuracy score, which is 100 minus the number of decoding errors.” In “Planning the Next Step,” educators can collect specific student notes under “Focus, Decoding, Comprehension, Fluency, and Content Vocabulary.”

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

Each assessment includes consistent and accurate directions for educators. For example, Where Are the Grapes? states, “Read the title to the student. Ask the student to read the text. Mark the decoding errors on this transcript. Write the total number of errors on each page.” The assessment materials also include a “Decoding Accuracy” chart so educators can rate the difficulty level as Easy, Instructional, or Hard.

In the “Comprehension” section, the materials state, “After the student has finished reading, use the comprehension questions below. Each question is labeled for the level of complexity: Literal, Inferential, and Critical.”

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

The instructional assessments include items at varying levels of complexity. For example, under “Assessment Tool” and then under “Comprehension,” the materials state, “After the student has finished reading, use the comprehension questions below.” The comprehension includes questions identified as Literal, Inferential, and Critical. These question types require students to demonstrate understanding at multiple levels of complexity, including recalling information directly from the text, making inferences, and analyzing or evaluating ideas presented in the text.

The comprehension routine in every lesson includes both literal and inferential questions, which require students to demonstrate different levels of understanding of the text. These question types provide opportunities for students to recall information directly from the text and make inferences based on textual evidence, supporting assessment at varying levels of cognitive complexity. However, the materials do not provide students with the opportunity to respond with a variety of two or more item types, such as selected response, constructed response, or multiple-choice.

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

The materials include guidance for the accurate scoring of instructional assessments. For example, in each assessment, the materials provide an Accuracy Score formula educators can use to calculate student reading accuracy percentages. The materials also include a “Decoding Accuracy” chart that identifies the number of decoding errors, corresponding accuracy percentages, and levels of text difficulty. Additionally, the assessment directions instruct educators to mark decoding errors and record the total number of errors on each page to support consistent scoring procedures across administrations. However, while the materials provide scoring formulas, accuracy calculations, and decoding measures, they do not include guidance for interpreting student performance results, such as analyzing trends, identifying instructional needs, or determining next instructional steps based on assessment outcomes.


The materials include embedded comprehension questions within lessons to assess student understanding of the text. However, the materials do not provide scoring guidance, answer keys, rubrics, sample responses, or evaluation criteria to support consistent scoring of student responses. The materials do not provide sufficient guidance to ensure educators can reliably and consistently evaluate student comprehension performance across instructional assessments.

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

The materials do not provide guidance for using the supplemental program to respond to student performance trends identified through assessments. The materials include instructional routines, but they do not provide guidance for analyzing assessment results, identifying student trends, or adjusting instruction based on student performance data.

The materials do not provide guidance on how to use the supplemental program to respond to student trends in performance on assessments. While the materials include assessment opportunities and instructional routines, they do not provide targeted intervention strategies, differentiated supports, or recommendations for instructional next steps based on student performance patterns.

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

The materials do not include any tools for educators to track student progress and growth, nor do they include tools for students to monitor their own progress and growth over time. While the materials provide assessment opportunities and scoring procedures, they do not include progress-monitoring charts, tracking forms, data collection systems, goal-setting tools, or structured resources for documenting and analyzing student growth across assessments. For example, a brief statement directs educators to “explain to students how to self-monitor their reading,” but they do not include tools for educators to track student progress and growth over time.

Additionally, the materials do not provide student-facing tools that support self-assessment, reflection, or progress tracking based on assessment performance.

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

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

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

The Teacher Resource Guide states, “Reading in a teacher-led small group allows you to support students who require close attention to read with fluency.” The Teacher Resource Guide then provides six strategies educators can use to support these students during small-group instruction. This guidance supports differentiated instruction by identifying students who need additional support and providing educators with specific instructional approaches to address reading fluency needs.

The “Supporting Students Who Are Struggling with Comprehension” section guides educators to identify potential causes of comprehension difficulties. The materials include directions for educators to consider whether students’ challenges stem from fluency, vocabulary, or background knowledge. Reflection questions support instructional decision-making.

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

The materials do not include educator guidance for differentiated instruction or activities to extend learning for students who have demonstrated proficiency in grade-level skills. A writing lesson structure in appendix 5 of the Teacher Resource Guide uses an I Do, We Do, You Do instructional model. The materials include explicit guidance for gradual release of responsibility through educator modeling, guided practice, and independent application. The materials do not include differentiated guidance, enrichment activities, advanced application tasks, or instructional adjustments for students who have already demonstrated proficiency in grade-level skills. The materials do not include guidance for extending learning beyond grade-level expectations for proficient students.

The Teacher Resource Guide states that during whole-class reading, “Most students can be reading independently and you can work with a small group who you know need support and guidance.” The materials include this guidance to provide a structure for supporting students who require additional assistance during reading instruction. The materials do not include recommendations for extending learning, increasing task complexity, or providing enrichment opportunities for students who have already demonstrated proficiency in grade-level skills.

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

The materials do not include educator guidance for providing specially designed instruction for students receiving supports and services through special education. The materials include a statement that explains how Text Study Units “build on students’ existing knowledge to create new knowledge networks.” The materials do not include instructional modifications, accommodations, specialized intervention strategies, or supports aligned to individualized education program (IEP) goals. For example, the materials do not include lesson-specific adjustments such as modified texts, adapted tasks, scaffolded steps, or targeted intervention supports.

A section in the Teacher Resource Guide addresses phonetically challenging words and provides general instructional guidance related to word reading and decoding. No other specific instructional strategies or supports are included that align to IEP goals.

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

In the Teacher Resource Guide, the “Comprehension” section provides scripted guidance. The materials direct the educator to say, “At the end of the story, Bird decides that he will eat worms after all!” The scripted statement is presented in italics to indicate the exact language to use when explaining the story outcome to students. Educators also record the end of the story on a whiteboard while students complete the “Story Map 2” graphic organizer.

In the Teacher Resource Guide, the “Vocabulary” section provides a structured instructional sequence for introducing and teaching new vocabulary. The materials direct educators to “follow instructional sequence to teach meaning of words that might be new.” This guidance provides a clear process for educator-led vocabulary instruction and supports educators in explicitly explaining word meanings before students encounter them in the text.

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

The materials include guidance that identifies when instruction should occur in whole-group, small-group, partner, and independent settings and provides recommendations for using each structure to support fluency and comprehension development. For example, the Teacher Resource Guide identifies grouping structures for fluency instruction, stating, “Independent reading time can be completed as a whole-class activity or done with a small-group focus.” The materials also provide opportunities for partner reading, educator-led small-group instruction, and independent practice to support student learning.

In the Teacher Resource Guide, the “Word Building: Morphology” section explains that morphology instruction uses an I Do, We Do, You Do instructional model. The guidance directs educators to introduce the skill and model their thinking through a worked example during the I Do component. During the We Do component, educators use students’ ideas to complete another worked example collaboratively. The You Do component provides opportunities for students to apply their learning independently or with a partner. Educators can work with a small group of students who require additional support during independent practice.

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

The Teacher Resource Guide uses multiple instructional groupings within the same lesson. The guidance states, “Have students talk with a partner about how they would combine these two sentences. Have students individually write a sentence . . . Students can share their sentences in small groups.”

“How to Teach a Text Study Unit” includes a Teach Box with structured instructional steps that identify different instructional groupings throughout the lesson cycle. Steps 1–3 are designed for whole-group instruction, allowing educators to introduce and model concepts for the class, while step 6 incorporates partner work to support collaborative learning and discussion.

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

The materials do not include educator guidance on providing linguistic accommodations for various levels of language proficiency as defined by the ELPS. No guidance explains differentiated instruction by proficiency level to support students in using increasingly more academic language. For example, the “Build Deeper Word Knowledge” section of the Teacher Resource Guide advises educators to use key words from the text to support vocabulary development. While this guidance supports general vocabulary instruction, it does not include linguistic accommodations, proficiency-level differentiation, or recommendations aligned to ELPS proficiency level descriptors. Additionally, the materials do not provide guidance for adjusting language supports based on students’ varying levels of English language proficiency.


The materials do not provide supports designed to engage students in using increasingly more academic language or guidance differentiated by proficiency level. For example, in appendix 1 “Summary of Topic Knowledge,” a table provides summaries of topics, concepts, and vocabulary connected to each text. The materials do not include the ELPS or any guidance on how to provide linguistic accommodations for various levels of language proficiency.

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

The materials do not include educator guidance on providing linguistic accommodations for various levels of language proficiency as defined by the ELPS. The materials also do not include supports designed to engage students in using increasingly academic language differentiated by proficiency level. For example, the “Summary of Teaching Opportunities” section includes letter–sound reviews, focus words, and high-utility word reviews. While these components provide general instructional support for literacy development, they do not include differentiated linguistic accommodations, proficiency-level language supports, or educator guidance aligned to students’ varying levels of English language proficiency.

The materials provide general instructional guidance for fluency and comprehension instruction. However, they do not include guidance for implementing the materials within bilingual education models or ESL program settings. Additionally, the materials do not address language acquisition supports, language allocation, or instructional considerations for emergent bilingual (EB) students.

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

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

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

The materials provide opportunities for students to read high-quality grade-level texts in both informational and literary forms. The lesson introduces the paired texts Big Homes, Little Animals and Tiff Leaves Home! and explicitly identifies the informational and narrative genres before instruction begins. Students read each text through a structured sequence of before-, during-, and after-reading activities while educators provide support through independent, partner, and fluent oral reading. During reading, students analyze informational text features—including headings, photographs, diagrams, and text structure—and identify narrative elements such as characters, setting, problem, and resolution. After reading, students respond to literal, inferential, and critical-thinking questions; complete graphic organizers; and participate in a paired-text discussion that synthesizes information from both books to explain how animals find and build homes. The lessons also integrate vocabulary, writing, and word study across both texts.

The lesson introduces the paired texts Charlie and the Crocodiles and Don’t Eat Me! and explicitly identifies the informational and narrative genres before instruction begins. Students read each text through a structured sequence of before-, during-, and after-reading activities while educators provide support through independent reading, oral reading, and partner discussion. During reading, students analyze the chronological organization of the informational text, identify narrative elements and story sequence, and complete graphic organizers to monitor understanding. After reading, students respond to literal, inferential, and critical-thinking questions; compare ideas across both texts; and participate in a paired-text discussion that synthesizes information from the informational and narrative texts to explain animal care and feeding. The lessons also integrate vocabulary, writing, morphology, and fluency instruction across both texts.

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

The materials provide a diverse collection of high-quality texts that represent multiple genres and authentic purposes for reading. Each unit pairs an informational text with a related narrative text centered on a common topic, such as bats (Bat Rescue and Sally and the Bats), ostriches (Looking After Ostrich Chicks and Father Ostrich and the New Chicks), and baking (The Great Cake Bake-off and A Cake for Cuddles). The materials include informational texts that present factual explanations using organizational features such as headings, summaries, and explanatory structures, while narrative texts include characters, dialogue, settings, problems, and solutions. Across the collection, students engage with scientific, social, and everyday topics through both literary and informational texts.

The materials include a variety of high-quality literary and informational texts at different levels of complexity that support students’ comprehension development. For example, the paired texts Father Ostrich and the New Chicks (narrative) and Looking After Ostrich Chicks (informational) require students to build knowledge across text types about ostrich behavior and care. Before students read Father Ostrich and the New Chicks, the lesson introduces the vocabulary words behind and peck and provides a text summary stating, “Father Ostrich believes he is looking after his new chicks well, but he doesn’t notice danger lurking behind the trees.” Students then answer comprehension questions that progress from literal (“Why are the new chicks put under lamps?”) to inferential (“Why are the baby chicks fed six times a day?”) and critical (“How might the author have found out about ostrich farms?”). In the paired informational text Looking After Ostrich Chicks, students learn domain-specific vocabulary such as chick and pen while reading an explanation of how ostriches are cared for on a farm. Across the paired texts, students integrate literary and informational knowledge while encountering increasingly sophisticated vocabulary, text structures, and content knowledge related to animal life and farming.

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

The materials include texts with relevant and engaging content by centering on topics that naturally capture young students’ interest and curiosity. Across the collection, paired informational and narrative texts explore animals, families, community experiences, and everyday problem-solving through titles such as Big Homes, Little Animals, Tiff Leaves Home!, Charlie and the Crocodiles, Don’t Eat Me!, Bat Rescue, Sally and the Bats, The Great Cake Bake-off, and A Cake for Cuddles. Students encounter meaningful situations involving animal habitats, wildlife rescue, baking, family relationships, and caring for living things.

The materials include relevant, engaging texts that authentically reflect students’ diverse backgrounds and experiences through familiar settings, everyday problems, and opportunities to connect learning to their own lives. For example, the paired texts Big Homes, Little Animals and Tiff Leaves Home! explore the theme of animal habitats through both informational and narrative text. Before reading Big Homes, Little Animals, students learn the vocabulary words insect and nest and discuss the question, “Have you ever seen any of these types of animal homes?” In the paired narrative Tiff Leaves Home!, students follow an ant searching for a new home and respond to educator questions such as, “Where do you think Tiff will find a new home?” and “What animal would you have chosen?” These discussion prompts invite students to connect the text to their own experiences while introducing new perspectives about how animals live. Across the program, narrative and informational texts feature children, families, community members, and people caring for animals in homes, farms, zoos, and natural environments, providing meaningful contexts that reflect familiar experiences while expanding students’ understanding of the world.

Evaluation for 8.2a
Materials activate or supply background knowledge.

The materials consistently activate students’ background knowledge before reading by prompting students to connect their own experiences and prior knowledge to the topic of each paired text. During the “Introduce the Paired Texts” and “Content Knowledge” sections, educators ask students to discuss familiar topics before reading, such as what they know about bats and where bats live, how people care for animals, what they know about baking cakes, or what they have observed about ostriches and other birds. The material asks students to share their ideas before reading both the informational and narrative texts.

The materials consistently build background knowledge by explicitly introducing the topic, purpose, and key concepts of each paired selection before reading begins. The material includes educator guidance explaining the relationship between the informational and narrative texts and providing contextual information that prepares students for comprehension. For example, before reading Bat Rescue and Sally and the Bats, educators explain that the informational text provides facts about bats and how they are rescued, while the narrative tells a story about protecting bats. Similarly, before reading The Great Cake Bake-off and A Cake for Cuddles, students learn that one text is a factual recount about children baking cakes and the other is a narrative about making a special cake for a pet.

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

The materials consistently provide pre-teaching of unfamiliar vocabulary before students read each selection through dedicated “Vocabulary” sections embedded in each lesson. For example, before reading Big Homes, Little Animals, educators introduce the words insect and nest by providing student-friendly definitions and contextualized example sentences, such as, “The bird looked after its chicks in the nest.” Similarly, before reading Father Ostrich and the New Chicks, students learn the words behind and peck. The lesson defines behind as “to be at the back of something so it is difficult to be seen” and peck as “when a bird uses its beak to hit or strike something,” followed by example sentences that illustrate each word in context. The lessons explicitly introduce vocabulary before reading so students develop an understanding of unfamiliar words before encountering them in the text.

The materials include explicit educator guidance for pre-teaching unfamiliar vocabulary using multiple instructional supports before reading begins. For example, before students read Tiff Leaves Home!, the lesson directs educators to teach the vocabulary word leaves by providing the student-friendly definition “When someone goes away from a place” and the contextualized example sentence, “Mia leaves school to go to her tennis lesson.” The lesson also introduces web with the definition “A network of threads often made by a spider” and the example of, “The spider crawled across its web.” After introducing the vocabulary, educators read the text summary and discuss the target words with students before reading the selection, helping students connect the vocabulary to the upcoming text.

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

The materials do not include explicit instruction on using contextual analysis to determine the meaning of unfamiliar vocabulary in connected text. Each lesson contains a “Vocabulary” section that introduces one or more unfamiliar words (e.g., panic, stuck, plum, trap, chick, pen, bake-off, and orange) by providing student-friendly definitions and example sentences before reading. However, the materials do not explicitly teach students how to use surrounding words, phrases, examples, or sentence context within the text to determine the meaning of unfamiliar vocabulary while reading. Instead, word meanings are provided directly before students encounter the text.

The materials do not provide educator guidance for modeling contextual analysis as a vocabulary strategy. Although students preview vocabulary before reading and revisit it through discussion and comprehension activities, the lessons do not include think-alouds, explicit explanations of context clues, or guided practice demonstrating how students can infer word meanings from the surrounding text.

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

Each lesson begins with a “Vocabulary” section that explicitly introduces target words (e.g., nest, leaves, crocodile, forest, chick, bake-off, panic, trapped) by providing definitions and example sentences before students read. Vocabulary instruction emphasizes direct explanation of word meanings prior to reading rather than requiring students to infer meanings from surrounding words, sentences, or paragraphs encountered in the text.

During and after reading, students participate in comprehension discussions, story structure activities, sequence-of-events organizers, sentence-combining tasks, morphology instruction, and writing activities. However, the lessons do not ask students to determine the meaning of unfamiliar words using context clues, identify the portion of the text that supports an inferred meaning, select the correct meaning of a word based on its use in the passage, or complete context-based vocabulary exercises.

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

The materials provide systematic instruction in reading comprehension through a consistent progression from literal to inferential to evaluative thinking across each lesson. For example, in Father Ostrich and the New Chicks, the “Comprehension” section begins with the literal question, “Why are the new chicks put under lamps?” The lesson then advances to the inferential question, “Why are the baby chicks fed six times a day?” before concluding with the evaluative question, “How might the author have found out about ostrich farms?” Similarly, in Tiff Leaves Home!, students answer the literal question, “What is an ant’s home called?” followed by the inferential question, “How can such small animals build such big homes?” and the evaluative question, “Why does this book have a diagram as well as photographs?” This consistent sequence guides students from recalling explicit information to making inferences and evaluating the text, providing a planned progression of reading comprehension skills across lessons.

The materials provide explicit educator-led instruction in reading comprehension before, during, and after reading. Each lesson includes scripted educator guidance; structured Talk About the Text questions organized by comprehension level (literal, inferential, and critical); graphic organizers (e.g., Story Structure, Sequence of Events, Main Facts); and educator directions for modeling, guided discussion, partner practice, and comprehension monitoring. Educators facilitate discussion, prompt students to support responses with evidence from the text, record student thinking on graphic organizers, and guide students toward increasingly complex interpretations.

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

The materials provide systematic opportunities for students to practice literal, inferential, and evaluative comprehension through embedded comprehension questions and discussion prompts across each lesson. Students respond to literal questions that identify characters, settings, sequence of events, and key details; inferential questions that require drawing conclusions about character motivations, predicting outcomes, determining causes, and making connections to prior knowledge; and evaluative questions that ask students to justify opinions, evaluate character decisions, and support responses with evidence from the text. For example, texts such as Big Homes, Little Animals, Charlie and the Crocodiles, The Great Cake Bake-Off, Bat Rescue, and Looking After Ostrich Chicks consistently include Talk About the Text prompts that progress from literal to inferential and evaluative thinking.

The materials include opportunities for students to practice comprehension across a variety of grade-level literary and informational texts through intentionally paired-text instructional units. Each lesson pairs an informational text with a narrative text, such as Big Homes, Little Animals with Tiff Leaves Home!, Charlie and the Crocodiles with Don’t Eat Me!, Bat Rescue with Sally and the Bats, Looking After Ostrich Chicks with Father Ostrich and the New Chicks, and The Great Cake Bake-off with A Cake for Cuddles.