Building Reading Success with Wiley Blevins, Grade 1

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 materials include an introduction video, such as in modules 1–9, that explains the purpose of the supplemental program. This introduction describes the Building Reading Success with Wiley Blevins, K–5, program as a module-based intervention intended for targeted remediation in tiers two and three. Additionally, the materials include a transition resource to support students as they return to full-time tier-one instruction.

The Building Reading Success with Wiley Blevins, K–5, materials include an explanation of the stated purpose of the supplemental intervention program. For example, the “Program Overview” states that the materials are “designed to develop proficiency in phonics and word-study skills for K–5 students requiring reading intervention.”

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

The materials include guidance on how to use the supplemental program appropriately to support an existing core reading and language arts program. The “Program Overview” on the Sadlier Connect website, in the Teacher’s Edition library, outlines seven ways the program supports existing core reading and language arts programs. The materials state that the program “provides precise, diagnostic placement aligned to the core scope and sequence; adds the intensity and structure MTSS requires for tiers 2 and 3; and provides clear, actionable progress monitoring that informs core classroom decisions.”

The materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program. For example, the materials provide correlations to McGraw-Hill Wonders and the Texas Essential Knowledge and Skills (TEKS) for reading language arts (RLA) foundational reading skills.

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 materials include a scope and sequence in modules 1–9 that identifies target skills, the TEKS, student expectations, and English Language Proficiency Standards (ELPS), and shows where each skill occurs across the modules. Educators receive a grade-level view of the skills taught and the order in which students encounter them. Additionally, the materials outline eight guiding principles used to develop the scope and sequence and identify the module in which each principle occurs. For example, the sequence builds skills systematically as students begin with letter identification, progress to reading and spelling, then advance to multisyllabic word work in module 7.

The materials include a rationale that explains the design of the scope and sequence. The rationale states that lessons are “cumulative and recursive” to support mastery and retention of taught skills and prevent decayed learning. The rationale also explains that skills progress from simpler to more complex concepts.

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

The materials include guidance on time requirements, pacing, and the frequency of lesson use in the program. For example, the materials explain that “tier 2 intervention groups should meet 3 to 5 times per week for 20–45 minutes per session, and tier 3 intervention groups should meet 4 to 5 times per week for 30–45 minutes per session.” The program designs the four lessons in module 1 for 15-minute instruction and the five lessons in modules 3–8 for 30–40 minutes of instruction. The materials also structure lessons in 15-minute segments to support flexible scheduling. Additionally, module duration varies based on the number of skills taught and the intensity of intervention, with a typical intervention cycle lasting 10–12 weeks.

The materials include guidance in modules 1–8 on how to effectively pace lessons and use them flexibly within a school intervention block/period. For example, the introduction video explains that lessons are segmented into 15-minute intervals designed to accommodate a range of schedules.

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

These materials include a Program Implementation Guide that supports implementation as designed. The guide explains flexible implementation models, simultaneous use of multiple modules, pacing recommendations, print and digital assessment administration, and how the materials support existing core programs. These resources provide educators with guidance on organizing instruction, assessment, and intervention delivery.

The materials include assessment administration guidance that supports implementation decisions. The guidance provides two placement options, including a skills diagnostic option that directs educators to administer parts one and two, then use the results to place students at the first needed skill within a module. Module pacing also identifies lesson structure, such as module 1 divided into four 15-minute lessons.

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 provide families with resources in both Spanish and English to help them support their students’ learning progress at home. For example, progress updates for grade 1 in both English and Spanish include practical guidance on how families can help foster student progress. Key additions designed to accelerate skill acquisition include module-specific activities, such as alphabet hunts and everyday conversation starters. Families have access to Interactive Online Learning: Sadlier Connect activities, such as “Build a Sentence,” and “Decoding/Fluency/Comprehension Support: Decodable Texts” for foundational reading practice.



The materials provide bilingual family supports in English and Spanish, including progress updates, module-specific activities, interactive online resources, and decodable texts to reinforce foundational reading skills and student progress.

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 diagnostic assessments appropriate for the stated purpose of targeted remediation and acceleration. For instance, the Placement Assessment identifies students who need intervention, determines specific literacy skill gaps, and places them in the appropriate module. Additionally, the Module Skills Diagnostic Assessment in modules 3–7 assesses module-specific decoding with real and nonsense words, and assesses encoding needs through spelling tasks.

The materials include formative and summative assessments that measure the literacy skills students developed in the program. The Teacher’s Edition, module 2, outlines assessment administration by identifying assessment types, their frequency, and the skills assessed. Module Pre Tests and Module Post Tests measure student growth, and Cumulative Fluency Checks assess accuracy, fluency, and mastery after each module skill.

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

The materials include an “Assessment Overview” that defines the included diagnostic, formative, and summative assessments. The overview also identifies each assessment’s location, purpose, assessed skills, administration guidance, frequency, and scoring information. For example, the Phonemic Awareness Segmentation Assessment confirms placement in module 2 and assesses students’ ability to segment words into individual sounds.

The materials also include assessment guidance that explains the intended purpose of placement and progress-monitoring assessments. The “Assessments and Reporting” section explains that the Phonemic Awareness Assessment measures progress in reading readiness, and the Placement Assessment identifies decoding and encoding deficits to determine where targeted instruction should begin. The Decodable Text Placement Assessment places students in decodable texts based on the foundational skills learning progression.

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

The materials include guidance to ensure the consistent and accurate administration of educator-administered assessments. For example, the Phonemic Awareness Assessment resource includes preparation directions, lists required materials, and provides scripted instructions for each assessment part. The guidance directs educators to administer the assessment three times a year and limit administration to no more than three parts per day or testing period.

The materials include administration and scoring procedures that educators follow for print and digital assessments. For example, the “How to Administer Print & Digital Assessments” guidance explains how educators prepare, administer, score, and record assessment results. Also, the “Decodable Placement” scoring sheet directs educators to mark accuracy and fluency, note errors in the comment box, and record errors for analysis.

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

The materials include instructional assessments with items at varying levels of complexity for foundational skills. For instance, in a short decodable test, students read words with the taught sound–spelling pattern in isolation, including sat, sad, mad, mat, cab, cat, rat, and ran. Students then apply the same phonics skill in connected text as they read sentences such as “I am Sam. I am a cat,” and “Pat the rat ran fast!”

The materials include Fluency and Oracy Assessment tasks that evaluate connected-text reading. Students read sentences such as “I like my hat!” and “Can you nap on a map?” as educators monitor accuracy, rate, punctuation, and expression. These tasks move students from reading isolated words to reading sentences, and assess fluency with taught sound–spelling patterns.

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

The materials include scoring information that supports the accurate scoring of instructional assessments. The Phonemic Awareness Assessment includes an answer key for all eight assessment parts: rhyme, syllables, initial sounds, final sounds, medial sounds, segmentation, blending, and phonemic manipulation. The answer key identifies correct responses, such as man for rhyme, two for syllables in sandwich, and nest for blending.

The materials provide guidance to help educators interpret student performance on instructional assessments. For example, the “Placement Assessment Administration Overview” explains that results identify students in need of intervention and help educators place students in the appropriate module. The “Placement Assessment Flowchart” uses thresholds, including “8–10 correct” and “8–10 correct and fairly automatic,” to determine whether educators should administer additional Phonemic Awareness Assessments or continue to the next Placement Assessment.

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 provide guidance for educators on how to use assessment results to address student performance trends. Module-Specific Assessment administration resources direct educators to analyze Pre Test and Post Test results, including errors by target skill, and use Trend Report data generated from the Module-Specific Assessments to determine next instructional steps and resources. The materials also include “Cumulative Assessment: Next Steps” guidance, which supports educators as they analyze errors in both target and cumulative skills, and identify areas that require additional instruction.

Additionally, these materials connect assessment results to specific instructional actions. For example, when students score below 80 percent, educators provide additional instruction and practice with specific sound–spellings through activities that reinforce skills in blending, dictation, cumulative sentences, rereading decodable texts, and interactive practice activities. The Placement Assessment Administration Guide also includes an “If/Then” chart that links assessment performance to instructional decisions. Students who meet expected outcomes continue with grade-level instruction, while those who do not receive additional small-group instruction on identified skills and are assigned to specific modules for targeted intervention.

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 include educator-facing tools to track student progress and growth over time. For example, educators use Placement, Module, and Trend Reports, which they can filter by class, class group, student, and report type. The Trend Report compares Pre Test and Post Test scores across modules, while the Module Report provides individual student results and graded submissions. The Trend Report becomes available after educators administer both the Module Pre and Post Tests, which enables educators to monitor student progress over time and identify performance patterns.

The materials also include student-facing tools that enable them to self-monitor their progress and growth within each module. For instance, each module includes a “My Progress Checklist” aligned to skill goals, where students reflect on their understanding with the use of “I need help with this,” “I need to practice this,” and “I know this” sentence frames. The materials also include a student tracking sheet that uses a color system—red for “I need help with this,” yellow for “I need to practice this,” and green for “I know this”—to help students visually track their mastery of skills over time.

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

The materials include guidance for entry criteria based on assessment data. The “Assessments and Reporting Overview” explains that Phonics, Phonemic Awareness, and Spelling Placement Assessments; Module Pre and Post Tests; and Cumulative Assessments help identify students in need of intervention. These assessments also help educators place students in the appropriate module aligned to the foundational skills progression, and monitor progress toward proficiency. The “Placement Assessment Flowchart” uses score thresholds, such as “8–10 correct” and “8–10 correct and fairly automatic,” to determine whether students enter a module or continue tier-one instruction.

The materials also include guidance for exit criteria based on student performance in the form of Module Post Tests, which serve as end-of-module exit assessments as identified in the assessment chart. These materials state that students who score above 80 percent on the post-assessment exit intervention either transition to the next appropriate module or continue grade-level instruction. Students who do not meet the expected performance threshold receive additional small-group instruction to target specific skill gaps, and may be placed in a designated module for further instruction. The “If/Then” chart reinforces these decisions as it links assessment outcomes to instructional next steps, including continuation of grade-level instruction or targeted intervention based on performance.

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

The materials include educator guidance on the implementation of differentiated instruction, and activities for students who have not yet reached proficiency in grade-level skills. The differentiated instruction resource explains that Diagnostic Placement Assessments help educators “pinpoint learning gaps” and place students in the correct module for targeted instruction and practice. The guidance also describes tier-two and tier-three differentiation through the implementation of additional instructional time, small-group or one-to-one formats, more frequent assessments, pocket charts, manipulatives, interactive practice activities, and interactive decodable texts.

The Teacher’s Edition embeds differentiation guidance in target skill lessons. For example, in module 3, “Short o,” lesson 3A, the corrective feedback box prompts the educator to point to the missed sound–spelling, state the sound, have students repeat it, and guide them in re-blending the word. In module 4, the “Beginning Blends” introduction includes articulation support and digital resources, such as sound wall cards, articulation videos, word lists, and interactive decodable text.

Additionally, the materials include embedded educator guidance for differentiated instruction in all lessons, including teaching opportunities to review and reinforce taught skills. The materials also include language supports, such as modeling directions with audio or video, to allow students to revisit explanations. For example, in module 5, lesson 1A, the corrective feedback box gives educators guidance on how to stretch out sounds for blending. Additionally, the lesson includes an articulation video to model the long-letter sound /a/, and interactive Elkonin boxes with feedback for students who struggle with sound segmentation.

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.

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

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

These materials guide educators through the implementation of specially designed instruction (SDI) for students who receive special education services. The SDI Field User Guide explains that educators align SDI with the student’s present levels of academic achievement and functional performance (PLAAFP), as well as with their admission, review, and dismissal (ARD)-developed goals. Educators change content, methodology, or delivery to adapt instruction as they maintain program fidelity. For example, educators can reinforce prerequisite phonological and phonics skills, prioritize high-impact grapheme–phoneme correspondences, increase modeling and think-alouds, use manipulatives and visual cues, add or extend instructional time, adjust group size, and use scaffolds like tactile tools and oral rehearsal. The guidance also explains the SDI framework, which uses adjustments to content, methods, and delivery to support instruction without reducing rigor.

Additionally, the materials connect SDI supports to specific program routines through a structured support system and planning process. The SDI support menu links areas of need to instructional routines and enhancements, such as extended segmentation and blending cycles, scaffolded oral practice, corrective feedback, repeated reading cycles, fluency trackers, reduced text load, and handwriting and encoding supports. The program further outlines an SDI planning process in which teams analyze student data, identify foundational skill deficits, use the “Content–Method–Delivery” framework to select SDI supports, and monitor progress to adjust intensity, frequency, and presentation. The materials integrate these adjustments into daily instruction and recommend regular review cycles, typically every two to three weeks, to refine supports based on student progress.

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

The materials include explicit prompts and guidance to support the educator as they model and explain the skills to be learned. The Instructional Routines Booklet provides blending routines with step-by-step directions and sample educator prompts. For example, Routine 1A directs the educator to write or display letters, point to each letter, say each sound, slide a finger under the letters, and blend the sounds. Routine 1C introduces blending as a way to “string together” letter sounds to read words, and guides students to tap dots and use the red arrow to blend.

The Teacher’s Edition includes scripted prompts for lesson-level modeling. For instance, in module 3, “Short a,” lesson 1A, the educator models articulation using the sound card and articulation video, with a focus on the position of the lips, teeth, and tongue. The educator introduces the spelling and keyword for /a/, writes the word, underlines the spelling, points to it, states the sound, and has students repeat.

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

These materials include educator guidance on how to effectively use a variety of instructional approaches to deliver and facilitate lessons. The Instructional Routines Booklet and professional development resources show educators how to implement explicit instruction, modeling, guided practice, and structured response routines across lessons. For example, in phonics and dictation instruction, educators model sound–symbol connections with the use of sound boxes, counters, letter sound cards, mouth formation visuals, and handwriting models. The materials also provide tiered supports for students who struggle with phonemic awareness, in which educators slow sounds, model blending, and use manipulatives to support decoding.

The program also includes structured literacy routines that support reading, speaking, and writing instruction across modules. For example, in the Read Aloud routine, educators preview texts, build vocabulary and background knowledge, identify stopping points, and reread texts to deepen comprehension. The Decodable Text routine supports fluency and comprehension through pre-teaching vocabulary, whisper-reading, corrective feedback, and comprehension checks. Additional routines extend instruction through choral-reading, text annotation, repeated readings, and writing tasks in which students use word banks, sentence frames, and evidence from text to construct responses.

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

The program provides educators with recommended instructional structures to support the effective implementation of tier-two and tier-three materials. The program defines tier-two instruction as small-group intervention delivered three to five times per week for 20–45 minutes per session, with an optimal group size of three to five students. Tier-three instruction increases in intensity and frequency, with a recommended four to five sessions per week for 30–45 minutes per session, delivered in one-to-one settings or in groups of no more than three students. Intervention duration may vary by grade level, which means younger students may require shorter sessions.

The materials also support flexible grouping and instructional organization through data-based tools. For example, the Learning Groups Report uses assessment data to group students by shared skill needs and recommended module placement. The Placement Report identifies student performance, recommends module placement, and provides instructional next steps through module guidance and decodable placement recommendations. Educators use these tools to form, adjust, and refine instructional groups based on ongoing assessment data to support targeted intervention and individualized instruction.

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 include educator guidance on how to provide linguistic accommodations for various levels of language proficiency, as defined by the ELPS. The Emerging Bilingual Support Implementation Guide organizes supports across beginner, intermediate, advanced, and advanced-high proficiency levels, and provides consistent strategies to engage students in increasingly academic language. These supports include gestures, slowed speech, peer interaction, corrective feedback, conversation stems, vocabulary pre-teaching, visuals, graphic organizers, sentence stems, word banks, structured oral language practice, and writing supports like sentence and paragraph frames. The program integrates language development across reading, writing, listening, and speaking, and connects supports to instructional routines throughout the program.

The materials also embed linguistic accommodations within lessons and instructional routines to support language development in context. Educators provide lesson-level supports, such as vocabulary pre-teaching, structured academic discussions, comprehension scaffolds, and writing supports like word banks and sentence frames during decodable text instruction and Read Aloud routines. In phonics instruction, the materials help educators address language-specific sound transfer challenges as they model articulation, highlight mouth position, and use minimal pair practice when appropriate. These accommodations align to ELPS proficiency levels and are integrated into instructional content to support access to grade-level learning as students develop academic language.

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

The materials include educator guidance to support effective implementation of the program in state-approved bilingual and ESL settings. The Emerging Bilingual Support Implementation Guide and bilingual/ESL implementation resources explain how educators use language support documents as a flexible layer of instruction aligned to students’ proficiency levels and lesson demands. The guidance supports multiple program models, including dual language immersion, transitional bilingual, and ESL, and explains how to align instruction to the selected model while embedding language supports within daily routines.

The materials further provide model-specific strategies that educators can implement in the instruction of emergent bilingual (EB) students. For transitional bilingual settings, educators gradually shift instruction from the home language to English with the use of structured scaffolds, such as visuals, modeled responses, guided practice, and language support documents differentiated by proficiency level. The materials also support ESL and dual language instruction through embedded linguistic accommodations, academic vocabulary supports, comprehension strategies, building background knowledge, cross-linguistic connections, and phonics instruction. The guidance also integrates ELPS-aligned proficiency levels and includes professional learning videos to support educator implementation across bilingual and ESL program models.

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 4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.

No evidence of three-cueing as defined in Texas Education Code (TEC), §28.0062 was found in this program.

Evaluation for 4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.

The materials include a systematic sequence of phonological awareness skills that connects larger oral sound units to smaller phoneme-level tasks. For instance, the Phonological/Phonemic Awareness Rationale and scope and sequence explains that instruction begins with broad sound awareness, such as rhyme and syllable work, and “gradually moves toward finer-grained phoneme-level tasks.” This sequence supports grade-level skill development because students move from broad sound awareness to more precise sound analysis.

The Target Skill chart provides the concrete progression of phonological awareness activities. The sequence begins with sound awareness, articulation, rhyme, and syllables, then continues with oral blending and oral segmentation. Later activities include phoneme manipulation through substitution, addition, deletion, and reversals. This ordered progression demonstrates how students move from basic and larger units of sound to smaller and more complex sound tasks.

Evaluation for 4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).

The materials include a systematic sequence of phonemic awareness skills aligned to grade-level expectations and the TEKS. For example, the grade 1 progression shows that students begin the year with foundational skills, such as initial, final, and medial sound identification, as well as segmentation and blending. Students maintain earlier rhyme and syllable awareness skills as instruction progresses throughout the year, and they continue to develop segmentation and blending skills with an increasing emphasis on phonemic manipulation. This sequence demonstrates a structured progression in skill complexity over time.

The instructional sequence further supports this progression through the High Impact routine, which moves students from oral blending and oral segmentation into more advanced phoneme manipulation tasks. These manipulation tasks progress in a deliberate order from substitution to addition, deletion, and reversal of phonemes, which ensures that students build from basic phoneme-level skills toward more complex manipulation activities in a systematic sequence.

Evaluation for 4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction in phonemic awareness skills. For example, in week 3, section 3, “Targeted Phonemic Awareness Support,” the Oral Blending routine directs educators to model as they say the sounds /a/ /t/, blend the sounds, and say the word at. Students then practice with words such as sat, sad, mad, and bad. The lesson also links oral blending to letters as students use letter cards to orally blend letter sounds. These educator-facing directions provide explicit modeling, guided practice, and prompts that directly teach students to blend and segment phonemes.

The Teacher’s Edition includes explicit routines for oral blending and phoneme manipulation. In week 17, day 3, section 3, to model oral blending, educators say the sounds /l/ /i/ /f/ /t/, blend the sounds, and say lift before students practice additional words. In module 5, lesson 4A, the educator models as they replace a beginning sound to make a new word, and guides students to practice substitutions such as tail to nail and way to hay.

Evaluation for 4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include cumulative student practice of phonological and phonemic awareness skills. In the Phonological and Phonemic Awareness Cumulative Review, students practice oral blending as they put sounds together to make words, such as /m/ /a/ /t/ to make mat. The same review provides oral segmenting practice with Elkonin boxes and words such as up, at, mat, pan, bad, and slip. Students receive multiple opportunities to practice previously taught blending and segmenting skills across related word examples.

The Teacher’s Edition provides cumulative practice through weekly targeted phonemic awareness plans. For example, in module 2, section 3, weeks 6–10, students practice newly introduced and previously taught phonological and phonemic awareness skills through repeated practice routines. This progression supports development from oral blending and segmenting to phoneme manipulation, including adding and deleting initial sounds.

Evaluation for 4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.

In the “Phoneme Manipulation: Deletion” High Impact routine, the educator introduces sound deletion as they explain that students will “delete, or take away, sounds from words.” The educator models how to delete the first sound in bend to make end, and provides guided practice with additional words. To practice the same taught skill in the Student Book, students remove a word part or sound to make a new word, then circle, draw, or write the word they made.

The Teacher’s Edition includes lesson-level practice that matches the explicitly taught phonemic awareness skill. For example, in module 5, “Final e,” lesson 1A, students blend and segment words after explicit instruction in the long-vowel sound created by final e. The practice includes multiple opportunities for students to blend and segment words that contain the skill taught in the current lesson.

Evaluation for 4.A.3a
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence for the introduction of sound–spelling patterns in alignment with the program’s stated purpose. The scope and sequence shows that module 3 introduces short vowels, including short a, short i, short o, short u, and short e. Module 4 introduces consonant blends and digraphs, including beginning blends, ending blends, sh, ch, wh, th, ng, nk, and silent letters. Module 5 extends the sequence to long-vowel patterns, including final e and long a, e, i, o, and u. Module 6 introduces more complex vowel patterns, including r-controlled vowels, oo, diphthongs, and complex vowel patterns. The materials introduce sound–spelling patterns systematically, beginning with simple and common patterns and building to more complex and less common patterns.

The Scope and Sequence Rationale explains that the sound–spelling sequence progresses from easier concepts that can be immediately used to form words, to more complex skills, such as sounds with multiple spellings. The sequence teaches short-vowel sounds before long-vowel sounds and introduces high-utility sound–spelling patterns before more complex patterns.

Evaluation for 4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction in decoding and encoding words with the use of sound–spelling patterns. In “Long o,” lesson 2A, the educator reviews the /ō/ sound for long o spelled oa and ow. In the lesson, the educator writes boat and slow, underlines each spelling, points to the spelling, states the sound, and asks students to repeat. Students then blend long o words as the educator guides them to whisper-blend and chorally read the words. The lesson includes corrective feedback in which the educator points to a missed sound–spelling, has students repeat it, and blends the word again. Students then learn to encode as the educator models how to segment the word snow sound by sound, identify each sound and spelling, and write each spelling. Students then spell additional long o words and write a sentence. Together, these lesson components provide explicit explanation, modeling, guided practice, and feedback for decoding and encoding words with the same sound–spelling patterns.

The Teacher’s Edition provides additional explicit instruction in encoding long-vowel sound–spelling patterns. For instance, in “Long i,” lesson 2A, the educator writes the word bike, underlines the spelling, points to it, states the sound, and has students repeat. Students blend long i words such as light, right, and sky with corrective feedback, then write long i words and connect each sound to its spelling.

Evaluation for 4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

These materials include cumulative student practice in decoding words with the use of sound–spelling patterns in isolation to develop automaticity. For example, in “Long i,” lesson 1B, students practice newly introduced long i spellings, including igh and y, in words such as light, right, bright, my, try, sky, and shy. The same lesson reviews previously taught long o spellings through words such as boat, coat, grow, grown, slow, snow, float, and groan. Students tap sounds, blend through the words, chorally read the word lists, and receive corrective feedback for missed sound–spellings.

The Teacher’s Edition also provides cumulative practice in encoding and decoding in decodable connected text. In the “Long a” lesson, “Animal Tails,” the educator introduces the long a spellings ai and ay, models how to blend ray and rain, and has students blend additional words such as rain, train, pay, and pain. Students spell words on dry-erase boards, use the Read/Spell/Write routine with high-frequency words, and whisper-read the decodable text to develop automaticity.

Evaluation for 4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.

Student practice includes only sound–spelling patterns that have already been explicitly taught. In the “Independent Build Fluency Automaticity Drill” for long i, students learn to decode words with the taught long i spellings igh and y, including sky, nights, why, by, right, might, dry, fly, bright, and high. Students underline the igh or y spelling as they say the sound, read the first two rows with the educator, practice reading independently, and complete timed partner readings. This ensures that students apply only previously taught sound–spelling patterns during decoding practice.

Additionally, the Teacher’s Edition provides dictation practice aligned to current and previously taught sound–spelling patterns. For example, in “Long e,” lesson 2A, students spell words such as team, sleep, and keep, and apply previously taught sound–spelling patterns in words such as speak, desk, and clean. All spelling and encoding tasks remain within sound–spelling patterns that have already been explicitly taught, which ensures that student practice does not introduce untaught phonics patterns.

Evaluation for 4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list. The high-frequency word scope and sequence in module 5 organizes words by target skill, including final e, long a, long e, long o, long i, long u, and additional long-vowel patterns. The chart identifies decodable high-frequency words, such as years, here, and its, and irregular or partially irregular words from the 75 HF Hurdles list, such as eight, some, come, because, could, should, would, again, today, people, then, most, both, this, that, warm, and water.

The Teacher’s Edition provides lesson-level examples that reflect the high-frequency word sequence. In “Long a,” lesson 1B, for instance, students work with regular words such as say, pay, and stay, as well as irregular high-frequency words such as again, today, want, and away. In “More Long o, Long e,” lesson 1B, students work with regular words such as toe, goes, and cold, and irregular high-frequency words such as any, they’re, want, and its. These examples show that the sequence includes both regular and irregular words tied to the target phonics pattern.

Evaluation for 4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction in decoding and encoding regular and irregular high-frequency words from a research-based list. The High-Frequency Word Implementation Guide provides a Read/Spell/Write routine with scripted directions for each step. In this routine, educators introduce each word, read the word aloud, provide a context sentence, guide students to identify the sounds and sound–spellings, mark irregular “heart parts,” spell the word aloud, write the word, and compare student spelling to the model with corrective feedback.

The Teacher’s Edition provides lesson-level evidence of explicit decoding and encoding instruction. For example, in “Long o,” lesson 1B, the educator models each new high-frequency word while students follow in the Student Book. During the spelling portion of the routine, the educator guides students to tap the sounds and distinguish regular words, such as them and then, from irregular words, such as most and both. Students then write with the words, which demonstrates instruction in both reading and spelling high-frequency words.

Evaluation for 4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

These materials include cumulative practice as students learn decoding and encoding regular and irregular high-frequency words to develop automaticity, both in isolation and in decodable connected text. In “Short e,” lessons 1B and 1C, students practice newly introduced high-frequency words, including you, said, good, and for, along with previously taught words such as the and will. Students read the words in Decodable Text 1 and complete an “On Your Own” activity in which they read phrases or sentences, write original sentences, build the words with letter cards, and write each word.

The materials provide cumulative practice in another module and with a different high-frequency word set. In “Ending Blends,” lessons 1B and 1C, students practice high-frequency words in connected text and in isolation, such as from, our, all, and also. Students read sentences such as “Where are you from?” and “Can I swim also?,” write their own sentences, then read, build, and write each word. This reinforces the use of regular and irregular high-frequency words across word-level, sentence-level, and text-level practice.

Evaluation for 4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.

Students practice with only regular and irregular high-frequency words that have already been explicitly taught. For instance, in “Digraph wh,” lessons 1B and 1C, students first learn who, what, why, and where through the Read/Spell/Write routine. Students then practice the same words in isolation and in connected text, including a comic with sentences such as “What is going on?” and “Why did it stop?” Students also write with the words after they read.

In the “Long o” lesson sequence, students are explicitly taught high-frequency words, such as them, then, most, and both, before they encounter these words in a decodable text called “The Parade Float.” Additionally, the text includes previously taught high-frequency words, such as would, to reinforce that all reading and writing tasks are restricted to words that students have already been explicitly introduced to. This ensures that student practice remains only within taught regular and irregular high-frequency words.

Evaluation for 4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence that shows educators how to introduce syllable types and syllable division principles in alignment with grade-level TEKS and the program’s stated purpose. The “Module 7 Overview” shows that instruction begins with closed syllables before students progress to open syllables, consonant + le syllables, vowel team syllables, r-controlled syllables, final e syllables, final stable syllables, and schwa, or unaccented syllables. This sequence supports progressive learning from simpler syllable patterns to more complex syllable types.

The student-facing Syllable Types resource extends the sequence into syllable division principles. In module 3, students learn closed syllables, with examples such as hat and mix, and apply the principle that a closed syllable ends in a consonant and usually has a short-vowel sound. The same resource introduces open syllables with examples such as be and go, and explains that an open syllable ends in a vowel and usually has a long-vowel sound. These resources demonstrate how the materials introduce syllable types and syllable division principles in a planned order.

Evaluation for 4.C.3b
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction in decoding one-syllable and multisyllabic words. For instance, in module 7, “Closed Syllables,” lesson 1B, students whisper-blend one-syllable word parts, such as nap and kin, then combine the syllables to decode multisyllabic words such as cabin. Educators ask students which syllables are closed and how they know, and provide corrective feedback as students re-blend incorrectly decoded words.

The materials also provide explicit encoding instruction connected to syllable analysis. In module 7, “Closed Syllables,” lesson 3B, students spell one-syllable and multisyllabic words as they segment the word syllable by syllable and then sound by sound. For example, students segment rabbit into rab and bit, spell each syllable, and then scoop and blend the syllables to read the word. This routine supports explicit instruction in decoding and encoding one-syllable and multisyllabic words.

Evaluation for 4.C.3c
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

These materials include cumulative practice opportunities for students as they learn how to decode and encode one-syllable and multisyllabic words, both in isolation and in decodable connected text, to develop automaticity. In module 7, “Closed Syllables,” lesson 1B, students whisper-blend word parts and combine syllables to decode isolated syllables and multisyllabic words. In lesson 3B, students segment syllable by syllable and sound by sound to encode words through dictation. In lesson 3A, students apply the same skill in decodable connected text with one-syllable words, such as mom, said, and beach, and multisyllabic words, such as sunset, picnic, and blanket.

The materials provide additional cumulative practice through a decodable text lesson focused on r-controlled skills. In “The Marvelous Story of Corn,” students decode new one-syllable words, such as warm, corn, hard, and dark, and multisyllabic words, such as morning, explore, uproar, and anymore, along with review words such as reuse, preview, and few. Students then encode new words, review words, and high-frequency words through dictation on dry-erase boards before they read the decodable text through echo-reading or whisper-reading. This lesson provides cumulative decoding in isolation, encoding in isolation, and decoding in connected text.

Evaluation for 4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.

Student practice includes only those syllable types and syllable division principles that have already been explicitly taught. For example, in module 7, students first learn closed syllables with the vowel-consonant/consonant-vowel (VC/CV) pattern before they apply the pattern in blending, syllabication, decodable text reading, word-building, dictation, and writing activities. Students use the taught closed-syllable division principle to divide and read words such as kitten, ribbon, and hidden.

The materials provide another example in the open syllable sequence. After explicit instruction in the VC/CV syllable division principle, students practice how to divide and read words such as robot, human, and silent. This practice reinforces the previously taught syllable type and division principle without requiring students to apply unfamiliar syllable patterns.

Evaluation for 4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS and the program’s stated purpose. The program scope and sequence begins with less complex morphemes, including plurals and common inflectional endings. The sequence introduces plural endings in module 3, moves to inflectional endings such as -s, -ed, -ing, and -er in later modules, and extends to common prefixes and suffixes in module 7. This progression shows that morphemes are introduced in a planned order, rather than as isolated word-study activities.

The materials carry the morphology sequence into word-building activities. In module 5, students practice the suffix -ed with base-word changes, such as bake to baked and vote to voted. Students then practice the suffix -ing, with words such as speak to speaking and sleep to sleeping. These examples show that the materials build from base words and common inflectional endings toward broader morphological application.

Evaluation for 4.D.3b
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction on morphological skills in alignment with grade-level TEKS and the program’s stated purpose. In “Short a,” lesson 5B, the educator introduces the plural ending -s as they write “one can and ten cans.” Students determine what was added to can to mean more than one, and explain that adding -s makes many nouns plural. The educator underlines the -s in cans and explains that endings added to a word can change the word’s meaning or how it is used in a sentence. Students then apply the rule with pairs such as cat/cats, bag/bags, map/maps, and fan/fans.

In “Long e,” lesson 5B, the educator writes “speak/speaking,” explains that adding -ing to a base verb shows that the action is happening in the present, and underlines -ing in speaking to show the structural change. Students then apply the same morphological rule with cumulative base words such as sleep/sleeping, dream/dreaming, meet/meeting, and read/reading.

Evaluation for 4.D.3c
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.

The materials include cumulative student practice of morphological skills, both in isolation and in connected text, to develop automaticity. For instance, in “Long i,” lesson 5A, the educator explains that an ending, or suffix, can change a word’s meaning or use in a sentence. Students practice inflectional endings through dictation as they change base words such as cry to crying, cries, and cried. In “Long i,” lesson 3A, students apply taught inflectional endings in connected text as they read and annotate “Flying High,” which includes words such as robins, butterflies, and flying. These activities provide isolated word-level practice and connected-text application with current and previously taught morphemes.

The materials provide additional cumulative practice with inflectional endings in isolation and connected text. In the lesson for “Nature’s Long Nap,” students practice previously taught and new inflectional endings, including -ed and -ing, through word lists and Decodable Reading routines. Students whisper-read and chorally read isolated words such as amazing, breathing, hibernating, planning, digging, stopped, freezing, stored, and saving. Students also encode words such as amazing, snoozing, tried, and nodded on dry-erase boards before they apply the same morphological patterns in the decodable text through echo-reading or whisper-reading.

Evaluation for 4.D.3d
Student practice includes only morphemes that have been explicitly taught.

Student practice includes only those morphemes that have been explicitly taught in current or prior lessons. In “Short o,” Decodable Text 2, “Reader’s Theater,” students practice words with taught plural and inflectional endings, including jobs, mopped, unpacked, fixed, picked, and socks. These practice words align to explicit instruction in plural and inflectional endings and do not require students to apply unrelated or untaught morphemes.

In “Digraph sh,” lesson 3A, the materials provide another example of connected-text practice. Students read Decodable Text 3, which includes words with previously taught inflectional endings such as fishing, kids, and tossed. Students apply their knowledge of -s, -ed, and -ing endings as they read, which demonstrates that practice remains aligned to the morphemes explicitly taught in the program.

Evaluation for 7.1a
Materials include explicit (direct) and systematic handwriting instruction (e.g., sequenced from lowercase letters to uppercase letters) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Letter Formation Instruction resource establishes a Print Handwriting routine that begins with instruction in correct pencil grip, posture, paper placement, spacing, and basic handwriting strokes before students form letters. The handwriting scope and sequence introduces uppercase and lowercase letters in the program’s planned alphabet sequence, beginning with continuous and common sounds such as m, a, s, and t before students progress to less common letters such as j, q, y, and z. Educators model each target letter before students engage in guided practice and independent application to provide explicit, systematic instruction in letter formation.

The Teacher’s Edition provides step-by-step handwriting instruction within individual lessons. For example, in “Mm,” lesson 1, and “Tt,” lesson 1, educators use the student handwriting models to model uppercase and lowercase letter formation. Students observe the modeled letter formation, practice writing the letters with educator guidance, and then apply the skill independently to reinforce correct letter formation, directionality, and handwriting habits through repeated practice.

Evaluation for 7.1b
Materials include frequent opportunities for students to develop and refine handwriting skills through guided practice and independent practice in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Letter Formation Instruction resource provides students with a recurring Introduce, Model, Practice, and Apply handwriting routine, in which they develop handwriting skills through guided practice. Educators introduce each target letter as they model correct letter formation and handwriting habits, then guide students to form the letter with educator support. During guided practice, students observe the modeled letter formation and practice writing uppercase and lowercase letters with educator guidance before they apply the skill independently. This instructional routine provides repeated opportunities for students to develop correct letter formation, directionality, spacing, and handwriting fluency.

The Student Book provides repeated opportunities for students to refine handwriting skills independently. For example, in “Handwriting Practice Hh” and “Handwriting Practice Kk,” students trace and write uppercase and lowercase print letters before they independently write words and sentences with the target letters. These repeated practice activities reinforce correct letter formation, directionality, size, spacing, and handwriting fluency through ongoing independent application.

Evaluation for 7.1c
Materials include guidance for educators to provide feedback to students to develop and refine their handwriting skills (e.g., writing position, writing grip, letter spacing, size, slant, directionality) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The “Handwriting” section in “Gg,” lesson 1, provides guidance for educators to monitor student handwriting and provide corrective feedback during letter formation practice. Educators use the handwriting video, green starting dot, and directional arrows to reinforce where students begin writing, the correct direction of strokes, and appropriate letter size. As students practice, educators check their pencil grip, sitting posture, and letter formation, and provide additional support as needed. The Corrective Feedback note guides educators to provide additional opportunities for students to trace, allow students to practice on a dry-erase board or unlined paper, and adjust practice conditions to help students develop accurate letter formation and handwriting habits.

In “Pp,” lesson 1, the “Handwriting” section provides additional guidance for educators to address handwriting errors during student practice. For instance, educators reinforce correct formation as they provide additional letter examples for students to trace, adjust writing surfaces when students need more space to practice, and monitor pencil grip and posture while students write. This feedback supports students as they refine letter formation, writing size, spacing, and overall handwriting accuracy.