Building Reading Success with Wiley Blevins, Grade 2

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 introduction videos that explain the stated purpose of the supplemental program. For example, the introduction video in modules 1–9 describes the program as a module-based intervention intended for tier-two and tier-three targeted remediation. The materials also include a transition resource to support students as they return to full-time, tier-one instruction.

The “Program Overview” describes the materials as an intervention program and states that “Building Reading Success with Wiley Blevins is 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.

In the “Program Overview” on the Sadlier Connect website, Teacher’s Edition library, the materials outline seven ways that the supplemental program supports an existing core reading and language arts program. The outline states 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).

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 the TEKS, English Language Proficiency Standards (ELPS), target skills, and student expectations, and shows where each skill occurs across the modules. The scope and sequence provides educators with 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 program materials include recommendations on time requirements, pacing, and the frequency of lesson use. For example, the materials state that tier-two intervention groups should meet three to five times per week for 20–45 minutes per session, and tier-three intervention groups should meet four to five times per week for 30–45 minutes per session. The “Program Overview” provides the time requirements for the effective implementation of each lesson. For example, the materials design 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. In addition, the materials explain that 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 pace lessons and use them flexibly within a school intervention block/period. For example, the 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.

The materials include a Program Implementation Guide that supports implementation as designed. The guide explains flexible implementation models, how to use multiple modules simultaneously, 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. For example, the guidance provides two placement options, including a skills diagnostic option that directs educators to administer parts one and two and use the results to place students at the first needed skill within a module. Module pacing also identifies effective lesson structures, such as dividing module 1 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 resources for families in both Spanish and English to help them support their students’ progress at home. For example, grade 2 materials include progress updates in both Spanish and English that include practical guidance recommendations for families to support their students as they move through the program. Key additions designed to accelerate skill acquisition include module-specific activities, such as alphabet hunts and everyday conversation starters, as well as Interactive Online Learning: Sadlier Connect activities, like “Build a Sentence,” and “Decoding/Fluency/Comprehension Support: Decodable Texts” for foundational reading practice.



The materials provide bilingual family supports in both Spanish and English, 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. The Placement Assessment helps educators identify students who need intervention, determine specific literacy skill gaps, and place students in the appropriate module. 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 literacy skills students developed in the program. For example, the module 3 Teacher’s Edition 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 student accuracy, fluency, and mastery after each module skill.

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

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

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 provides preparation directions, lists the required materials, and includes scripted instructions for each part of the assessment. 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. The “How to Administer Print & Digital Assessments” guidance explains how educators prepare, administer, score, and record assessment results. For instance, the “Decodable Placement” scoring sheet directs educators to mark accuracy and fluency, note errors in the comment box, and record errors for error analysis.

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

The materials include instructional assessments with items that teach foundational skills at varying levels of complexity. For example, to complete the grade 2 Phonics Assessment, students read words with complex vowels and multisyllabic words. For the grade 2 Spelling Assessment, students spell words with complex vowels and multisyllabic words, including prefixes and suffixes.

The materials include “Fluency Practice/Assessment” passages that assess decoding in connected text. In module 6, the passage “Bats” directs students to listen for words with long- and short-vowel sounds as they read aloud. Students read connected sentences across three short paragraphs, which assesses accuracy, rate, and application of previously taught sound–spelling patterns in connected text.

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

The materials include scoring information that supports educators in 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 for interpreting student performance on instructional assessments. For example, the “Placement Assessment Administration Overview” explains that results help educators identify students in need of intervention and place students in the appropriate module. Additionally, the “Placement Assessment Flowchart” uses thresholds, including “8–10 correct” and “8–10 correct and fairly automatic,” to guide module placement, additional assessment, or continued instructional support.

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 show educators how to use assessment results to address student performance trends. Module-Specific Assessment administration resources direct educators to analyze Module 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 for which students require additional instruction.

The materials connect assessment results to specific instructional actions. For example, when students score below 80 percent, the guidance directs educators to provide additional instruction and practice with specific sound–spellings through activities such as “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 meet expected outcomes 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. 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 them to monitor student progress over time and identify performance patterns.

The materials also include student-facing tools that support the self-monitoring of progress and growth within each module. For example, 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” prompts. 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 Tests and Post Tests; and Cumulative Assessments identify students in need of intervention. Additionally, these assessments 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. Module Post Tests serve as end-of-module exit assessments, as identified in the assessment chart. Students who score above 80 percent on the post-assessment exit intervention and 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 by linking 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 for 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 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 guides 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.

The materials include embedded educator guidance for differentiated instruction in all lessons, including teaching opportunities to review and reinforce taught skills. Additional language supports, such as modeling directions with audio or video, 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. The lesson also 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.

The materials provide educator guidance for 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 the student’s admission, review, and dismissal (ARD)-developed goals. To adapt instruction, educators change content, methodology, or delivery as they maintain program fidelity. Educators 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 such as 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.

The materials also 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, select SDI supports with the “Content–Method–Delivery” framework, 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 that support the educator as they model and explain the skills to be learned. The Instructional Routines Booklet includes a Dictation routine that tells educators to introduce the purpose of the activity by saying, “Let’s connect each sound in a word to writing its sound–spelling.” Educators model as they say a word, segment it sound by sound, and ask prompts such as “How many sounds are in the word big?” and “What is the first sound in big?”

The Teacher’s Edition includes scripted prompts for blending and high-frequency word instruction. For example, in module 5, “Long i,” lesson 1B, the educator models blending the first two words in a row, discusses what students observe, guides students to tap on dots as they say each sound, and has students use the red arrow to run their finger under the letters as they blend sounds together.

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 educator guidance and recommendations for effective lesson delivery and facilitation with the use of a variety of instructional approaches. The Instructional Routines Booklet and professional development resources guide educators as they implement explicit instruction, modeling, guided practice, and structured response routines across lessons. For example, in phonics and dictation instruction, educators use sound boxes, counters, letter sound cards, mouth formation visuals, and handwriting to model sound–symbol connections. 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 materials also include structured literacy routines that support reading, speaking, and writing instruction across modules. The Read Aloud routine shows educators how to 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 materials include guidance for educators on recommended instructional structures to support the effective implementation of tier-two and tier-three instruction. 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 instruction delivered four to five times per week for 30–45 minutes per session, with students in one-to-one settings or in groups of no more than three. The guidance also notes that intervention duration may vary by grade level, and 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 implement linguistic accommodations for various levels of language proficiency, as defined by the English Language Proficiency Standards (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 guidance 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. For example, educators use word banks and sentence frames during decodable text instruction and Read Aloud routines to provide lesson-level supports, such as vocabulary pre-teaching, structured academic discussions, comprehension scaffolds, and writing supports. Phonics instruction materials include guidance for addressing language-specific sound transfer challenges, in which educators 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 guidance to support educators as they implement the program in state-approved bilingual and ESL settings. The Emergent 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 to help educators effectively implement instruction for emergent bilingual (EB) students. For transitional bilingual settings in which the program gradually shifts from their home language to English, students use 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, background knowledge-building, cross-linguistic connections, and phonics instruction. The guidance 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 as appropriate for the program’s stated purpose. For instance, the Phonological/Phonemic Awareness Rationale and scope and sequence explain that in module 2, students progress from broad sound awareness to finer-grained phoneme-level tasks. The materials state that the sequence begins with “whole-word tasks (rhyme, syllables),” then moves to blending and segmenting, and finally progresses to advanced phoneme manipulation that supports decoding, encoding, and fluent reading.

The Target Skill chart identifies the activity progression for students who need continued phonological awareness support. For example, activities begin with sound awareness and articulation, rhyme, and syllables before students progress to oral blending and oral segmentation. Later activities address phoneme manipulation through substitution, addition, deletion, and reversals. This sequence shows how students move from larger sound units to smaller and more complex sound work.

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 for students in grade 2 and up who need continued support. To explain, the schedule identifies segmentation, blending, and phonemic manipulation as the beginning-of-year expectations for grades 2 and up, as needed. This sequence reflects how students continue to develop advanced phoneme-level skills after they complete earlier work in which they identify sounds, blend, and segment.

Additionally, the High Impact routine sequence shows the phonemic awareness progression used for targeted support. To explain, students practice oral blending and oral segmentation before they progress to phoneme manipulation. The Manipulation routines then progress through substitution, addition, deletion, and reversals. This evidence shows that the materials do not begin with later manipulation tasks only, but progress from basic phoneme-level skills to more complex phonemic awareness work.

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, direct instruction for educators in how to teach phonemic awareness skills. For example, in “Long o,” lesson 1A, the educator tells students, “We will be blending, or putting together, sounds to make words.” The educator then models how to blend /k/ /ō/ /t/ into the word coat before students practice with additional long o words and word parts. The same lesson provides explicit oral segmentation instruction, such as guiding educators to say, “We will be segmenting, or taking apart, a word sound by sound.” Educators then model how to segment coat into /k/ /ō/ /t/. These directions provide explicit instruction through purpose statements, educator modeling, guided practice, and corrective feedback.

The Teacher’s Edition provides explicit phonological awareness instruction through modeling, guided practice, and corrective feedback. For instance, in “Long o,” lesson 1A, educators model how to segment and identify sounds in words such as coat, grow, show, and snow. In module 6, lesson 4A, educators model substitution with r-controlled vowel words, such as changing far to jar, and students practice additional substitutions such as dark to park and mart to cart.

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, as is demonstrated in the Phonological and Phonemic Awareness Cumulative Review. This review extends practice to more complex phoneme manipulation in which students add and delete sounds, such as adding /s/ to at to make sat, and deleting /s/ from send to make end. Students also substitute initial and final sounds, such as replacing the first sound in mat with /s/ to make sat, and replacing the final sound in bad with /t/ to make bat. Students cumulatively apply previously taught phonemic awareness skills as they practice more complex addition, deletion, and substitution tasks.

The Teacher’s Edition provides cumulative practice through targeted phonemic awareness plans aligned to later phonemic awareness skills. For instance, in module 2, section 3, weeks 15–25, students practice newly introduced and previously taught skills through repeated practice routines. The progression reinforces oral blending and segmenting and extends practice to phoneme manipulation, including substituting medial sounds.

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

In the Phoneme Manipulation: Substitution High Impact routine, the educator introduces sound substitution as they explain that students will replace sounds in words. The educator models how to replace the first sound in mad with /s/ to make sad, and provides guided practice with additional substitution tasks. Students practice the same taught skill in the Student Book when they replace beginning, middle, or ending sounds to make new words, then circle or draw the picture that matches the word they made.

The Teacher’s Edition includes lesson-level practice that matches the explicitly taught phonemic awareness skills. For instance, in module 6, “r-Controlled Vowel /är/,” lesson 1A, students practice blending and segmenting words after explicit instruction in the r-controlled vowel sound. The practice includes multiple opportunities to apply the same phonological and phonemic awareness skills 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 introducing sound–spelling patterns in alignment with grade-level TEKS and the program’s stated purpose. The scope and sequence shows that instruction begins with short vowels in module 3 and moves to consonant blends and digraphs in module 4. Later modules extend the sequence to long vowels in module 5, complex vowels in module 6, and multisyllabic words in module 7. Within module 5, students first learn final e and common long-vowel patterns, then move to more complex long-vowel patterns in lessons such as “More Long a, Long i” and “More Long o, Long e.” The materials introduce sound–spelling patterns as they begin with simple and common patterns and systematically build to more complex and less common patterns.

The Scope and Sequence Rationale explains that the sequence moves from simple, common, and high-utility sound–spelling patterns to more complex patterns. The sequence begins with short vowels, moves to consonant blends and digraphs, then introduces long-vowel patterns, complex vowels, and multisyllabic words. This progression supports systematic instruction aligned to the program’s stated purpose.

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, direct instruction in how to use sound–spelling patterns to decode and encode words. For instance, in “r-Controlled Vowel /är/,” lesson 2A, the educator reviews the /är/ sound for the r-controlled vowel spelled ar. The educator writes car, underlines the spelling, points to the spelling, states the sounds, and explains that r changes the vowel sound so it is neither long nor short. Students then blend words with ar as they whisper-blend and chorally read the words. The lesson includes corrective feedback that directs the educator to point to the missed sound–spelling, have students repeat it, and blend the word again. Students then learn to encode as the educator models how to segment car sound by sound, identify each sound and spelling, and write each spelling. Students then spell additional ar 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 pattern.

The Teacher’s Edition provides additional explicit instruction in encoding complex vowel patterns. For example, in “r-Controlled Vowel /ûr/,” lesson 2A, the educator writes bird, underlines the spelling, points to it, states the sound, and has students repeat. Students then blend words such as hurt, turn, and girl with corrective feedback before they encode words with the same r-controlled vowel pattern.

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.

The materials include cumulative student practice in decoding words with the use of sound–spelling patterns in isolation to develop automaticity. In “Long o,” lesson 1B, students practice newly introduced long o spellings in words such as go, grow, snow, and show. The same lesson reviews previously taught long e spellings through words such as seat, seed, mean, sheep, eat, each, tree, and three. Students tap sounds, blend through the words, chorally read the word lists, and receive corrective feedback for missed sound–spellings.

In addition, the Teacher’s Edition provides cumulative practice in decoding and encoding in decodable connected text. For example, in the “r-Controlled ar” lesson for “Mark’s Farm,” the educator introduces the r-controlled ar sound–spelling, models how to blend far and farm, and students blend additional words such as farm, star, cart, and hard. 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 been explicitly taught. For example, in the “Independent Build Fluency Automaticity Drill” for long e, students practice decoding words with the taught long e spellings ee and ea, including meal, tree, beach, wheels, speak, sleeping, neat, green, dreamed, and read. Students underline the ee or ea spelling as they read, complete guided practice with the educator for the first two rows, and then independently practice timed partner readings.

In the Teacher’s Edition, dictation practice also reinforces only previously taught patterns. For instance, in “Long i,” lesson 2A, students spell words such as fly, cry, light, bright, and why, and apply the pattern in the sentence “Bats fly at night.” Instruction and practice are constrained to previously taught phonics elements, including short vowels, consonant blends and digraphs, final e, and long-vowel patterns. This ensures that students only apply explicitly taught sound–spelling knowledge during encoding and sentence-writing tasks.

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 6 organizes words by target skill, including r-controlled vowels, short oo, long oo, diphthongs, complex vowels, and additional r-controlled vowel patterns. The chart identifies decodable high-frequency words, such as good, light, and time, and irregular or partially irregular words from the 75 HF Hurdles list, such as will, well, full, fall, first, better, best, after, different, fly, kind, always, word, words, upon, over, under, even, seven, number, together, called, and please.

The Teacher’s Edition shows regular and irregular high-frequency words introduced with the related phonics pattern. In “Digraph wh,” lesson 3A, students practice decodable high-frequency words such as when and which. The lesson also includes irregular high-frequency words, such as where and who, in connected sentences, including “Where is your clock, Mom?” and “Who might want an old clock?” This evidence shows that the materials connect the high-frequency word sequence to lesson-level reading and spelling practice.

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 uses a structured Read/Spell/Write routine that guides educators to introduce the word, provide pronunciation and context, help students analyze sounds, identify regular and irregular spellings, mark “heart parts,” spell the word aloud, write the word, compare spellings to a model, and use the word in a sentence.

The Teacher’s Edition applies this routine in grade-level instruction. For instance, in “Short oo,” lesson 1b, the educator models how to read each high-frequency word as students follow along and repeat the words. During spelling instruction, the educator models how to tap out sounds and distinguish between regular words such as time, and irregular words such as fly, kind, and light. Students then write the words, which demonstrates explicit instruction in both decoding and encoding regular and irregular 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.

The materials include cumulative practice in decoding and encoding regular and irregular high-frequency words to develop automaticity, both in isolation and in decodable connected text. In “Long o,” lessons 1B, 2B, and 3A, students practice newly introduced high-frequency words, including them, then, most, and both, along with previously taught words such as from, what, they, and their. Students read the words in decodable texts, read phrases and sentences, write original sentences, build words with letter cards, and write each word.

Additional cumulative practice is provided in the short and long oo lesson for “The Jade Rabbit,” in which students read decodable words aligned to the target skill and review previously taught r-controlled vowel words. Students encode words on dry-erase boards; learn new high-frequency words such as friends, caught, remember, people, and warm through the Read/Spell/Write routine; and use echo- or whisper-reading to read connected text. This lesson further reinforces learning through word-building activities and high-frequency word flash cards.

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

Student practice includes only regular and irregular high-frequency words that have been explicitly taught. For instance, in “Long a,” lessons 1B and 1C, students first learn the words again, today, want, and away through the Read/Spell/Write routine. Students then practice the same words in isolation and in connected text, including a letter with sentences such as “I rode on a train today!” and “Mom wanted to shop in the city.”

Additional practice is provided in the “r-Controlled Vowel /ûr/,” lesson 1b, where students learn high-frequency words such as far, first, better, and best through the same instructional routine. Students read, segment, spell, and write each word and use them in sentences, which reinforces that all practice is aligned strictly to explicitly 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 for introducing syllable types and syllable division principles in alignment with grade-level TEKS and the program’s stated purpose. For instance, the “Module 7 Overview” shows that instruction begins with closed syllables and then moves 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 moves from simpler syllable patterns to more complex syllable types and supports later multisyllabic word reading and spelling.

The materials also provide student-facing syllable type guidance connected to the sequence. In module 7, students practice closed syllables, open syllables, and later vowel team syllables. The vowel team syllable resource explains that vowel teams such as ai, ay, ea, ee, oa, ow, oo, oi, oy, ou, ie, and ei stay in the same syllable, with examples such as roadway and elbow. This evidence shows that the materials introduce syllable types and syllable division principles in a systematic 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 example, in module 7, “Closed Syllables,” lesson 1A, the educator introduces syllables, explains that every syllable has one vowel sound, models how to code vowels and consonants in CVC words, and defines a closed syllable as a syllable that ends in a consonant and usually has a short-vowel sound. Students then blend syllables and words such as rabbit, kitten, napkin, cabin, publish, dentist, magnet, absent, and contact.

The materials also provide explicit encoding instruction with the use of 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. Students encode words such as rabbit as they spell each syllable, then scoop and blend the syllables to read the whole word. This routine connects decoding and encoding through explicit instruction in syllable types and syllable division.

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.

The materials include cumulative practice as students learn how to decode and encode one-syllable and multisyllabic words, both in isolation and in decodable connected text, to develop automaticity. For example, in module 7, “Vowel Team Syllables,” students review how vowel teams stay in the same syllable and read isolated words such as seaweed, raincoat, highway, freedom, railroad, pillow, snowball, remain, repeat, and complaining. In “Syllabication 1,” students circle vowel teams, divide words into syllables, and blend the syllables in words such as contain, oatmeal, railroad, exclaim, elbow, retreat, yellow, subway, and classroom.

The materials extend cumulative practice into connected text and encoding. In Decodable Text 1, students read and mark two-syllable words that contain the vowel teams ai, ay, ea, and ey, such as complained, raincoats, eagle, rainy, maybe, repeat, and playdate. In “The First Strawberries,” students also decode new one-syllable and multisyllabic words, review previously taught words, encode words through dictation on dry-erase boards, and echo-read or whisper-read the connected decodable 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 syllable types and syllable division principles that have been already explicitly taught. In module 7, “Vowel Team Syllables,” students practice vowel team syllables after instruction explains that vowel teams stay in the same syllable. Students then identify vowel teams, divide words into syllables, and read words such as contain, railroad, retreat, yellow, and subway as they use the taught syllable type and related division principle.

The materials provide another example in the “Automaticity Drill” for vowel team syllables. Students underline vowel teams as they read each word aloud, then practice reading words such as window, classroom, loudly, sixteen, and display independently and with a partner. This practice focuses on previously taught syllable types, including closed syllables, open syllables, vowel team syllables, and r-controlled syllables.

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 the introduction of morphemes in alignment with grade-level TEKS and the program’s stated purpose. The scope and sequence shows earlier morphology work with plurals, inflectional endings, suffixes, and irregular past-tense verbs before module 7 provides focused instruction on prefixes and suffixes. Module 7 begins with the common prefixes un- and re-, then moves to additional prefixes, suffixes, comparative endings, and inflectional endings with spelling changes. This sequence organizes morpheme instruction from simpler word parts to more complex morphological concepts.

The materials carry the sequence into morphology activities. For example, in module 7, students first practice the prefix un- with base-word changes, such as kind to unkind and pack to unpack. Later, students practice the suffix -est with base-word changes, such as tall to tallest and loud to loudest. These examples demonstrate how the materials move from common prefixes to suffixes and comparative endings in a planned morphology progression.

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 the grade-level TEKS and the program’s stated purpose. For example, in “Prefixes un- and re-,” lesson 1A, the educator explains that a prefix is a word part added to the beginning of a base word that changes the word’s meaning. The educator models with words such as untie, replay, unhook, and reread as they circle the prefix, identify the base word, and discuss how the word can be broken into meaningful word parts and syllables. Students then read words such as unsafe, retell, unlock, refill, reopen, reread, and rewrite as they connect each prefix to its meaning.

The materials provide additional explicit morphology instruction with suffixes. In “Suffixes -y, -ly, -ful, -less, -ible, and -able,” the educator identifies and defines suffixes, then models how to analyze words as they identify each word part and determine how the suffix changes the word’s meaning. Students then blend and read words such as hopeful and hopeless and continue to determine what the suffix means and how it affects the base word.

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 in isolation and in connected text to develop automaticity. For instance, in the lesson titled “Uncovering the Past,” students practice previously taught and new prefixes, including dis-, un-, pre-, and re-, through word lists and Decodable Reading routines. Students read isolated words such as unsafe, discover, prehistoric, untied, uncover, unpacked, reappear, unbelievable, disappeared, unlocked, returned, discovery, and remains. Students also encode words such as discover, unsafe, prehistoric, and return on dry-erase boards before they apply the same morphological skills in the connected decodable text through echo-reading or whisper-reading.

The materials provide additional cumulative practice for students as they learn inflectional endings. In the lesson for “Nature’s Long Nap,” students practice previously taught and new inflectional endings, including -ed and -ing, through isolated word lists and Decodable Reading routines. Students read words such as amazing, breathing, hibernating, planning, digging, snoozing, nodded, shutting, stopped, freezing, stored, and saving, then encode words such as amazing, snoozing, tried, and nodded during dictation. Students apply the same morphemes in connected 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 already been explicitly taught in current or prior lessons. For instance, in “Prefixes un- and re-,” Decodable Text 2, “Reader’s Theater,” students practice words with taught prefixes, including recycling, reused, repurpose, unused, unwanted, and unhappy. The practice follows explicit instruction in the prefixes un- and re- and does not require students to apply unrelated or untaught prefixes.

In “Inflectional Endings -s, -es, -ing, and -ed,” lesson 3B, the materials provide another example of cumulative practice. For example, students use words with explicitly taught endings, such as melted, dishes, cleaning, and sneakers, to complete the “Independent: Build Fluency” task. Additionally, in lesson 3A, students read Decodable Text 3, with words such as winners, branches, snowboarding, and started. To complete these practice tasks, students use morphemes that have already been explicitly taught in the lesson sequence.

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 Cursive Letter Formation Instruction resource provides an instructional routine for each uppercase and lowercase cursive letter. These routines guide educators in how to introduce the target letter and model its formation with the use of step-by-step demonstrations, formation cues, starting points, and stroke directions. Educators guide students through practice tasks before students learn to apply these skills independently. In addition, the accompanying handwriting scope and sequence provides a systematic progression for cursive instruction that builds on previously learned handwriting skills.

The Teacher’s Edition provides explicit handwriting instruction and shows educators how to implement verbal formation cues and educator modeling. For example, in module 3, “Short a,” lesson 1A, educators model lowercase a with the use of scripted formation cues. Educators tell students, “Start on the middle line. 1. Downcurve and undercurve. 2. Slant and undercurve.” Students first trace the modeled letter, then write the letter independently, then progress to words and sentences. The accompanying cursive letter formation cards include numbered steps and directional arrows that reinforce accurate letter formation, directionality, and stroke sequence through explicit, multisensory instruction.

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 materials include frequent opportunities for students to develop handwriting skills through guided practice. For instance, the Cursive Letter Formation Instruction Guide uses a structured Introduce, Model, Practice, and Apply routine in which educators model correct cursive letter formation before students move on to activities in which they trace, copy, and write. For example, in module 3, “Short Vowels, Handwriting Practice Aa (cursive),” students watch a letter formation video, use step-by-step formation models to trace uppercase and lowercase A, then write each letter independently. As students move through the activities, educators provide corrective feedback to reinforce proper letter formation, spacing, size, and slant.

The materials provide repeated opportunities for students to refine their handwriting skills through independent practice. For example, handwriting practice pages include visual models of cursive letter formation, QR codes that link to instructional videos, and gradual-release activities. In these activities, students progress as they trace letters, write letters independently, then move on to words and sentences. Students extend handwriting practice through Dictation 1, “Decodable Sentences” and “Write for Understanding,” where they use reproducible handwriting lines to apply cursive handwriting skills in connected writing. These activities provide cumulative practice with letter formation, directionality, spacing, size, and fluency at the letter, word, and sentence levels.

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 materials include guidance for educators to provide feedback that helps students develop and refine cursive handwriting skills. In the Cursive Letter Formation Instruction resource, the “Corrective Feedback” section directs educators to use letter formation models with directional arrows, have students trace letters before they write independently, use larger writing surfaces such as dry-erase boards or unlined paper when needed, and check pencil grip, posture, letter starting points, and smooth connections between letters. Educators provide immediate corrective feedback and positive reinforcement during guided practice to reinforce accurate letter formation habits.

The materials provide additional guidance to refine handwriting quality during daily practice. For example, in “Handwriting Practice Aa (cursive),” the “Teacher’s Note” directs educators to provide corrective feedback on letter spacing, size, and slant as students complete cursive writing tasks. The accompanying guidance recommends that educators model consistent spacing between letters and words, use visual handwriting lines to reinforce baseline placement, and provide verbal reminders to slow down and focus on neat, legible handwriting. This guidance gives educators specific actions to support students as they develop and refine cursive handwriting skills.