Building Reading Success with Wiley Blevins, Grade 4

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

The materials include a Program Overview that explains the stated purpose of the supplemental intervention program: “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.

The materials include guidance on how to use the supplemental program appropriately to support an existing core reading and language arts program. In the overview, the materials outline seven ways the program supports existing core reading and language arts programs, including that it “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, with 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 ELPS, 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. 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 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 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 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.

The materials include a Program Implementation Guide that supports implementation as designed. For instance, the guide explains flexible implementation models and how to use multiple modules simultaneously. The guide also provides pacing recommendations, print and digital assessment administration guidance, and shows the educator how the materials support existing core programs. These resources help educators organize instruction, assessment, and intervention delivery.

The materials include assessment administration guidance that supports educators as they make 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 recommends different 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 contain supports for families in both Spanish and English, with suggestions on how families can help support the progress of their student at home. For example, the materials include progress updates for grade 4 in both Spanish and English, with practical guidance on ways to foster student progress. Key additions to the materials designed to accelerate skill acquisition include module-specific activities, like alphabet hunts and everyday conversation starters; Interactive Online Learning: Sadlier Connect activities like “Build a Sentence”; and decoding, fluency, and comprehension support in the form of decodable texts for foundational reading practice.


The materials provide bilingual family supports in 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 a Placement Assessment, Skills Diagnostic Assessment, Module Pre Tests and Module Post Tests, and a Cumulative Growth Assessment. The Cumulative Fluency Check assesses both targeted and previously taught skills to inform the educator’s intervention adjustments. Additionally, the Teacher’s Edition includes a flowchart of assessments to guide educators on when to administer each type.

The materials include formative assessments, such as Cumulative Fluency Checks, which assess students’ accuracy, fluency, and mastery after each module. The materials place these assessments within the “Cumulative Assessments” section of each skill (e.g., module 3, “Short e,” “Cumulative Assessments,” Fluency Check: Short e).

The materials include summative assessments to help educators monitor student progress. For example, modules 3–8 include Module Pre Tests and Post Tests that inform instructional decisions, such as advancing students to the next module or exiting them from intervention. The Assessment Administration: Module-Specific guidance document supports educators as they determine appropriate next instructional steps based on assessment results.

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

The materials include the definition of the instructional assessments and when to give them. For example, in the Assessment Overview, the materials state that the program begins with a Placement Assessment to determine students’ decoding and encoding deficits and identify where to begin targeted instruction. The Placement Assessment consists of Phonics, Phonemic Awareness, and Spelling Assessments.

The materials include the intended purpose of the instructional assessments. For example, in the module 1 Overview, “Assessments and Reporting” section, the materials state that the purpose for the Letter Name Assessment is to help educators identify which module 1 target skill they should begin instruction with. Additionally, the purpose of the Cumulative Assessment (Fluency Check) is to “ensure retention of skills and prevent learning decay.”

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

The Assessment Administration: Cumulative Assessment document directs educators to use Fluency Checks to assess students’ accuracy and fluency as they read real and nonsense words that contain the module’s target skills. The materials instruct educators to assess students individually with a color-coded system in which they mark the green box when a student reads a word correctly to measure accuracy, mark the blue box when a student reads a word automatically to measure fluency, and record the total number of accurate and fluent responses.

The materials include specific instructions for the educator on how to administer the assessment. For example, Assessment Administration instructions state, “When administering a paper-and-pencil phonics assessment, sit side-by-side with the students to help them feel comfortable while allowing you to observe closely. Give clear directions at the start, then refrain from prompting or correcting responses so you can accurately capture what the student knows and can do independently.”

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

The materials include instructional assessments that vary in levels of complexity as students progress through the modules. For example, Comprehension Assessments assess students’ comprehension at the literal and inferential levels with increasingly complex texts. These assessments are available in module 8, levels C, D, and E, with two assessments in each level. The Comprehension Assessments vary in complexity, as in the Level D Assessment, in which more complex questions are posed. For example, students answer the question “How does the author of ‘Career Ideas: Archaeologist’ support the point that archaeologists know about everything people did in the past?” Students also answer more literal questions, like “What is an example of something that would be found in a midden?”

The materials include instructional assessments that vary in levels of complexity as students progress through the modules. For instance, the fluency passages assess students’ decoding skills with short, connected text consistent with previously taught sound–spelling patterns. The “Fluency Practice/Assessment” passages are available in modules 3, 5, 6, 7, and 8.

The materials include assessments with a range of item types and levels of complexity. The “Fluency Practice/Assessment” passages assess students’ decoding skills through short, connected texts that align with previously taught sound–spelling patterns. These passages are included in modules 3, 5, 6, 7, and 8. As students progress through the modules, the passages increase in length and complexity.

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

The materials provide scoring information and guidance for the interpretation of student performance through module-specific assessment resources. For example, the “Pre/Post Test Scoring & Analysis” section includes scoring guidance and explains how to analyze assessment results to determine appropriate next instructional steps. The materials direct educators to provide additional practice and instruction for students who score below 80 percent, and to identify and place students to address instructional gaps when students score above 80 percent.

The materials also include module-specific assessment administration guides that provide answer keys, error analysis guidance, and recommendations for instructional next steps based on student performance. For example, the Assessment Administration: Module-Specific Guide—Spelling supports educators as they analyze assessment results to determine students’ instructional needs. The materials further explain that students who have mastered a module’s skills and demonstrate no additional skill gaps, as determined by Placement Assessment data and grade-level expectations, exit intervention and transition to tier-one support through module 9.

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 educator guidance on how to use assessment results to address student performance trends. For example, Module-Specific Assessment administration resources direct educators to analyze Module Pre 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 helps educators analyze errors in both target and cumulative skills, and identify areas that require additional instruction.

The 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 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 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 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 Pre and Post Module-Specific Assessments, 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, in which 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 and Post Tests; and Cumulative Assessments help educators identify students in need of intervention, 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. The materials explain 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 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, then guide them to re-blend 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. The materials also include additional language supports, such as modeling directions with audio or video to allow students to revisit explanations. For instance, in module 5, lesson 1A, the “Corrective Feedback” box shows educators how to stretch out sounds for blending. The lesson also includes an articulation video to model the long-letter sound /a/, as well as 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 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) and admission, review, and dismissal (ARD)-developed goals. To adapt instruction, educators change content, methodology, or delivery while maintaining program fidelity. The guide includes examples such as the reinforcement of prerequisite phonological and phonics skills and the prioritization of high-impact grapheme–phoneme correspondences. Additionally, educators 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 that the SDI framework 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,” for instance, links areas of need to specific 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 student progress to adjust intensity, frequency, and presentation as needed. In addition, 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 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.” The routine guides educators to 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 how to blend the first two words in a row and discusses what students observe. Students then tap on dots as they say each sound and 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 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 as 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. For example, the Read Aloud routine enables educators 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 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, and recommends 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. 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. 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 provide educators with linguistic accommodations for various levels of language proficiency, as defined by the English Language Proficiency Standards (ELPS). The Emergent Bilingual Support Implementation Guide organizes supports across beginner, intermediate, advanced, and advanced-high proficiency levels. The guide provides consistent strategies to engage students in increasingly academic language, with supports such as 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. During decodable text instruction and Read Aloud routines, educators provide lesson-level supports such as vocabulary pre-teaching, structured academic discussions, comprehension scaffolds, and writing supports like word banks and sentence frames. In phonics instruction, the materials include guidance to help educators address 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 implementation 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 for the instruction of emergent bilingual (EB) students. For transitional bilingual settings, the guidance describes a gradual shift from the student’s 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, 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.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological awareness skills.

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).

This guidance is not applicable to the program because TEKS for the grade level do not list phonemic awareness skills.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

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

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

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 grade-level TEKS, as appropriate for the stated purpose of a tier-two and tier-three reading support. The materials include a scope and sequence in the “Overview,” with the skills listed in each corresponding module. For instance, module 3 begins with short vowels, and students progress to consonant blends and digraphs in module 4. Module 5 introduces common long-vowel spellings before students move to less frequent patterns later in the module, such as multisyllabic words with multiple sound–spellings.

The materials include a systematic, TEKS-aligned sequence for the introduction of sound–spelling patterns, as outlined in the program’s scope and sequence. For example, the “Program Overview” explains that the modules escalate from simpler to more complex skills. Students begin with alphabet recognition (module 1), then progress to phonological awareness (module 2), phonics (module 3), multisyllabic words (module 7), and word-study skills (module 8). Each module is then broken up into lessons. For example, module 1 divides each target skill into a series of four lessons, in which each lesson focuses on articulation, phonemic awareness, decoding, and encoding, while modules 3–8 have more complex skills and incorporate writing and reading.

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 alignment with grade 4 TEKS. For example, in lesson 2A, the Teacher’s Edition outlines step‑by‑step directions for teaching the r‑controlled vowel /är/. To begin instruction, educators model the sound’s articulation before students progress to guided practice in how to blend and decode words that contain /är/. The lesson then transitions to encoding, where educators receive clear scripts and modeling guidance to support students as they segment and spell words such as car, yard, shark, harm, and smart, as well as the sentence “They have a large farm.” Educator supports include scripted prompts, modeling directions, suggested questions, content explanations, instructional videos, and visuals of student materials.

The materials include explicit instruction in decoding and encoding words with the use of sound–spelling patterns in alignment with grades 3–5 TEKS. For example, in module 6, lesson 1B, educators decode each word on the page and ask students to chorally repeat each word. Educators offer a context sentence for each word and students decode the words as the educator points out any irregular or unknown spellings. Students chorally spell the words before they encode them on the lines and finally write a sentence using each word. Explicit educator prompts are included, such as “Ask: What sounds do you hear in ___?” and “Say: We are going to write sentences for us, use, word, words.”

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 and encoding with the use of sound–spelling patterns, both in isolation and in decodable connected text, in alignment with grades 3–5 TEKS. For example, in module 6, “Cumulative Practice,” high-frequency word lists are taught with explicit instruction and students practice choral-reading. During encoding practice, the educator stretches out the word to allow students to hear the sound, and students use various methods, such as Elkonin boxes, to build the word. Finally, all modules include a decodable reader and lesson that correlates to the sound–spelling pattern. In the decodable text “Mark’s Farm,” for instance, students practice encoding the -ar spelling pattern with the use of a word list that goes with the pattern, and students whisper- and choral-read for practice.

The materials include cumulative student practice in decoding and encoding words with the use of sound–spelling patterns, both in isolation and in decodable connected text, to develop automaticity. This is in alignment with grade-level TEKS, as appropriate for the program’s stated purpose. For example, in module 6, “Complex Vowels,” “r-controlled Vowel /ar/,” Decodable Text 1, “Sharks,” students practice with previously taught sound–spelling patterns of /ar/ and circle words that use the r-controlled pattern. In module 7, lesson 1B, students apply new and previously taught patterns, both in isolation (e.g., word lists, dictation) and in decodable connected text, to build automaticity. Students extend prior work with long-vowel patterns in one-syllable words to decode multisyllabic words with vowel team syllables, such as seaweed, raincoat, freedom, and pillow. The materials consistently spiral previously learned syllable types, including closed, open, and consonant -le.

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

The materials include student practice with only those sound–spelling patterns that have already been explicitly taught. For example, in module 3, the “Short o” lessons are segmented into manageable parts (lessons 1A, 1B, 1C, 2A, 2B, 3A, 3B, 4A, 4B, 5A, and 5B). Each lesson provides tasks based strictly on the short o sound–spelling patterns, and in module 3, Student Edition, students practice automaticity in the “Short o: On Your Own: Automaticity Drill.” In this drill, students build fluency with short o as they underline and say each provided word in the first two rows of the table to the educator. Students practice reading the words on their own and then work in pairs to read the words for one minute. Students keep practicing to improve their score (fluency and automaticity). Additionally, the provided words contain only the short o sound–spelling pattern, which allows students to practice encoding tasks that were explicitly taught in the lesson(s).

The materials include practice with only those sound–spelling patterns that have already been explicitly taught. For example, in module 5, lesson 2A includes instruction for vowel teams with the long e “ee” and “ea” spellings. The lesson includes words such as green, speak, read, and sentences such as “I keep my desk neat and clean.”

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 use a research-based list to provide a systematic sequence for the introduction of regular and irregular high-frequency words, in alignment with grade 4 TEKS. For example, the structured table in module 7, “Decodable High-Frequency Words,” demonstrates a clear, skill-based progression. The framework systematically moves students from simple words, such as am and can, to more complex words that feature blends and digraphs, and finally to multisyllabic words, like after, and irregular high-frequency words, like will and full.

The materials include a systematic sequence for the introduction of regular and irregular high-frequency words from a research-based list, in alignment with grade-level TEKS. The program’s scope and sequence shows regular and irregular words from the research-based “Dolch Decodable High-Frequency Word List.” For example, module 5 teaches long-vowel spellings that begin with regular vowel-consonant-silent e spellings, such as make and place. Students move to vowel team spellings, such as day and green, then progress to irregular long vowel spellings, such as long i in fly and right, and long u in words like use and view.

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 (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list, in alignment with grades 3–5 TEKS. For example, in module 6, “Diphthong /ou/,” lesson 1B, the materials provide explicit instructions for the Read/Spell/Write routine. For the “Read,” or decoding, section, the materials include regular high-frequency words like us and word, as well as irregular high-frequency words like use. Educators tell students, “We will blend, or string together, letter sounds to read words,” and students tap on the dots as they say each sound. In the “Spell” section, the educator taps out the sounds of the words and distinguishes between regular and irregular spelling patterns. The educator points out any irregular, unknown, or challenging spellings in the words (e.g., the s spelling for /z/). In the “Write,” or encoding, section, students write an example for each word introduced in the lesson.

The materials include explicit instruction in decoding and encoding regular and irregular high-frequency words from a research-based list, in alignment with grades 3–5 TEKS. For example, in module 6, “Complex Vowel /o/,” lesson 1B, the materials provide explicit instructions for the Read/Spell/Write routine. For the “Read,” or decoding, section, the materials include regular high-frequency words, such as together, as well as irregular high-frequency words, such as even and number. Educators tell students, “We will blend, or string together, letter sounds to read words.” Students then tap on the dots as they say each sound. In the “Spell” section, the educator taps out the sounds of the words and distinguishes between regular and irregular spelling patterns. The educator points out any irregular, unknown, or challenging spellings in the words (e.g., the er spelling for /ur/ and the schwa [unaccented syllables] in even). In the “Write,” or encoding, section, students write an example for each word introduced in the lesson.

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 student practice in decoding and encoding regular and irregular high-frequency words from a research-based list, both in isolation and in decodable, connected text, to develop automaticity. This is in alignment with grade 4 TEKS. For example, in module 6, “Cumulative Practice: Cumulative High-Frequency Word Practices 1–4,” students practice decoding and encoding regular high-frequency words, such as at and us, as well as irregular high-frequency words, such as fly and will. In addition, in module 6, “r-Controlled Vowel /ar/,” lesson 1C, in the decodable text “Sharks,” students practice decoding regular high-frequency words, like far and sharp, as well as irregular high-frequency words like large. Students then encode the same words in the “Write About It” activity with the use of sentence frames such as “Sharks have _____,” and “I can compare ___ to ____. They both _____.”

The materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list, both in isolation and in decodable, connected text, to develop automaticity. This is in alignment with grade 4 TEKS. For example, in module 6, “r-Controlled Vowel /ar/,” lesson 2B, in the decodable text “Reader’s Theater,” students practice decoding regular high-frequency words, such as part and shark, as well as irregular high-frequency words like should. Students then encode the same words on the “Independent Decodable High-Frequency Words” student practice page.

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

The materials include student practice with only those regular and irregular high-frequency words that have already been explicitly taught. For example, in module 6, “r-Controlled Vowel /or/,” lesson 1B, students practice words that were explicitly taught earlier in the module, such as her, first, and curl, as well as -or spellings taught in the previous lesson, like or, for, and shore.

The materials include student practice with only those regular and irregular high-frequency words that have already been explicitly taught. For example, module 6, “r-Controlled Vowel /or/,” lesson 4B, includes a “Word Building” activity that uses only words previously explicitly taught, such as more and door.

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 the introduction of syllable types and syllable division principles, in alignment with grade-level TEKS as appropriate for the program’s stated purpose. For example, the digital scope and sequence in module 7, volumes 1 and 2, outlines the skills explicitly taught throughout the program. In volume 1, students decode and encode closed syllables, open syllables, VCe syllables, vowel teams, r-controlled syllables, and final stable syllables. In volume 2, students identify, blend, and divide multisyllabic words with the use of syllable division patterns.

The materials include a systematic sequence for the introduction of syllable types and syllable division principles, in alignment with grades 3–5 TEKS. For example, in module 7, volumes 1 and 2, Student Edition, the table of contents shows the target skills taught in each volume. In volume 1, students practice eight target skills in a systematic sequence, starting with closed syllables, then moving to open syllables, consonant + le, vowel teams, r-controlled, final e, final stable e, and finally schwa (unaccented syllables). For each target skill, students divide words with the syllables types covered. In addition, each target skill has two specific syllabication worksheets, including a dictation page where students write the syllables for words that are dictated by the educator, and word sorts to identify which words have the targeted syllable type and do not have the targeted syllable type. In volume 2, each target skill includes two specific syllabication worksheets and a dictation page where students write the syllables for words that are dictated by the educator.

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 and encoding one-syllable and multisyllabic words, in alignment with grade-level TEKS as appropriate for the program’s stated purpose. For example, in module 7, “More Final Stable Syllables,” lesson 1B, educators model how to blend multisyllabic words, such as lotion and future, as they decode each sound, blend each syllable, and combine the syllables to read the complete word. Students then decode similar words as they identify final stable syllables and adjust pronunciation so the decoded word matches a familiar spoken word. In lesson 3B, students segment words syllable by syllable and then sound by sound before they spell them. Students then encode words such as nation, tension, and mixture as they spell each syllable before they combine them to spell the complete word.

The materials also provide explicit instruction in decoding and encoding words with consonant + le syllables. In module 7, “Consonant + le Syllables,” lesson 1B, educators model how to blend multisyllabic words, such as bottle and fable, as they decode individual sounds, blend syllables, and read the complete word. Students then decode additional words as they identify consonant + le syllables and adjust pronunciation to recognize familiar words. In lesson 3B, educators explicitly teach encoding by having students segment words into syllables and sounds before they spell them. Students encode words such as table, puzzle, and simple as they spell each syllable and then combine them to write the complete word.

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 student practice in decoding and encoding one-syllable and multisyllabic words, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity. This is in alignment with grade-level TEKS, as appropriate for the program’s stated purpose. For example, in module 7, “Closed Syllables: Cumulative Fluency Sentences,” students decode one-syllable and multisyllabic words that were previously taught, such as won, ribbon, soft, like, and helmet. Students then encode words with similar spellings in the “Write for Understanding” section. Finally, in module 7, “Closed Syllables,” lesson 2B, Decodable Text 2, “Reader’s Theater,” the materials include both one-syllable (just, mom, wait) and multisyllabic words (picnics, muffins, cannot) with the sound–spellings previously explicitly taught.


The materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity. This is in alignment with grade-level TEKS, as appropriate for the program’s stated purpose. For example, in module 7, “Open Syllables: Cumulative Fluency Sentences,” students decode one-syllable and multisyllabic words that were previously taught, such as donut, big, music, items, etc. Students then encode words with similar spellings in the “Write for Understanding” section. Finally, in module 7, “Open Syllables,” lesson 2B, Decodable Text 2, “Reader’s Theater,” the materials include both one-syllable (my, want, do) and multisyllabic words (moment, robot, program) with the sound–spellings previously explicitly taught.

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

The materials include student practice with only those syllable types and syllable division principles that have already been explicitly taught. For example, in module 7, “Vowel Team Syllables: On Your Own: Syllabication 1,” the materials only include practice with previously taught syllable types, such as closed, open, and consonant + le syllables, and students decode words such as contain, railroad, elbow, mislead, etc.


The materials include student practice with only those syllable types and syllable division principles that have already been explicitly taught. For example, in module 7, “r-Controlled Vowel Syllables: On Your Own: Syllabication 1,” the materials only include practice with previously taught syllable types, such as closed, open, consonant + le, and vowel team syllables, and students decode words such as circle, doctor, dinner, harvest, etc.

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 4 TEKS. For example, in module 7, volume 2, instruction begins with high-frequency, less complex prefixes such as un- and re-, which are introduced first to establish foundational understanding of how prefixes change word meaning. Students then progress to more complex prefixes, including pre-, mis-, and dis-, which expands their understanding of how prefixes alter meaning across a wider range of academic and multisyllabic words.

Within the same module sequence, instruction continues with a structured progression of suffixes. Students first learn basic derivational suffixes such as -y, -ly, -ful, and -less. They then advance to more complex morphological structures, including -able/-ible, and comparative and superlative suffix forms. This intentional sequencing in module 7, volume 2, ensures students build from simpler, high-frequency morphemes to more complex word formation patterns over time, which supports an increased understanding of word meaning, spelling patterns, and decoding skills in alignment with grade-level expectations.

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 grades 3–5 TEKS. For example, in module 7, “Inflectional Endings (Change y to i),” lesson 1B, the “Related Words” activity includes explicit instruction for how to add morphemes, such as inflectional endings. For example, educators tell students, “Related words are words that have the same base word. One way to make related words is to add a prefix or a suffix to the base word.” Educators write the words carry, carries, carried, carrying, and carrier on the board, then students identify the common base word carry and underline the prefix or suffix added to each word. Students go on to repeat this process with the words supply and charge.

The materials provide explicit morphology instruction aligned with grades 3–5 TEKS. For instance, in module 7, “Inflectional Endings (Change y to i),” lesson 2A, the educator reviews inflectional endings by stating, “An inflectional ending is one or more letters added to the end of a base word to make a new word. It’s a kind of suffix. When the base word ends with a consonant and y, change the y to i before adding the ending -es, -est, -ed, or -er. Point to the y in try and the inflectional ending in tried. Circle the inflectional ending to code each 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 alignment with grades 3–5 TEKS. For example, in module 7, “Prefixes (pre-, mis-, dis-),” lesson 1B, students blend words with prefixes, such as dislike and premade, in isolation in a word list. In the next lesson, 1C, the decodable text “At Bat” includes words with the prefixes pre-, mis-, and dis-, such as pregame, misjudge, and disconnect.

The materials include cumulative student practice of morphological skills in alignment with grades 3–5 TEKS. For example, in module 7, “Prefixes (pre-, mis-, dis-),” lesson 2A, students blend words with prefixes, such as dislike and premade, in isolation in a word list. The next lesson, 2B, Decodable Text 2, “Reader’s Theater,” includes words with the prefixes pre-, mis-, and dis-, such as pregame, misunderstand, and dislike.

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

In the materials, students practice only those morphemes that have already been taught. For example, in module 7, “Suffixes (-y, -ly, -ful, -less, -ible/-able),” the Cumulative Assessment only includes words with the previously taught suffixes -y, -ly, -ful, -less, and -ible/-able, such as painful and heavy. The Cumulative Assessment also includes words with the previously taught prefixes pre-, miss-, dis-, un-, and re-, such as pregame and reheated.

In the materials, students practice only those morphemes that have already been taught. For example, in module 7, “Suffixes (Comparatives and Superlatives),” the Cumulative Assessment only includes words with comparative and superlative suffixes, such as softer and quickest, in addition to suffixes -y, -ly, -ful, -less, and -ible/-able. The Cumulative Assessment includes words like painful and twist, as well as the prefixes pre-, miss-, dis-, un-, and re- that were taught in earlier modules, such as pregame and reheated.

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 Handwriting Instruction and Practice resources provide a recurring instructional routine for print and cursive handwriting. Educators model letter formation with the use of step-by-step formation cues, starting points, and stroke directions before they guide students through practice. The handwriting scope and sequence organizes instruction from more frequently used letters, such as s, t, and p, to less common letters, such as, x, v, and w, which provides a systematic progression of handwriting instruction.

The materials provide lesson-level explicit instruction in handwriting. For example, in module 3, “Short Vowels,” the cursive letter Cc lesson, educators model uppercase and lowercase letter formation before students practice independently. Educators provide explicit formation cues such as, “Uppercase C: 1. Slant. 2. Downcurve; undercurve. Lowercase c: 1. Downcurve; undercurve.” Students then form the letters before they apply the skill in words and sentences to reinforce accurate letter formation and handwriting fluency.

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 and independent practice. The Handwriting Instruction and Practice resources provide a consistent instructional progression in which students view handwriting models, use visual supports like green starting dots and directional arrows, trace modeled letters, copy letters, and write letters independently before they apply handwriting skills in words and sentences. For example, in module 5, “Final e,” lesson 1A, students practice writing the target vowel patterns in either print or cursive before they apply handwriting skills during Dictation 1, “Listen and Spell,” “Decodable Sentences,” and “Write for Understanding” on reproducible handwriting paper.

The materials provide repeated opportunities for students to refine handwriting skills through cumulative practice. For example, in module 3, “Short Vowels,” the cursive Jj lesson, students watch a handwriting video, trace uppercase and lowercase cursive letters, write each letter independently multiple times, and then practice handwriting within words and connected sentences that include previously taught cursive letters. Additional handwriting practice continues throughout modules 3–7, in activities such as Dictation 1, “Listen and Spell,” “Decodable Sentences,” and “Write for Understanding,” which provides an ongoing application of handwriting skills on reproducible handwriting paper.

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 Module 4 Handwriting Instruction & Practice: Cursive Letter Formation Instruction includes a section for “Corrective Feedback,” in which educators use letter formation models with directional arrows and students trace before they write independently. As students write, educators check for proper pencil grip, letter starting points, and smooth connections between letters. In addition, corrective feedback examples include the use of highlighted handwriting lines or visual cues to help students recognize tall, small, and descending letters. Educators provide verbal reminders for students to slow down and focus on neatness, to monitor spacing between words, and keep letters on the baseline.

The materials provide additional guidance for students to refine their handwriting quality during instruction. For example, in module 4, as students work on the cursive Rr lesson, educators provide corrective feedback on letter spacing, size, slant, and formation. Educators use the provided formation sequence for uppercase and lowercase Rr, monitor handwriting during practice, and reinforce consistent letter size, spacing between words, and correct baseline placement to support accurate cursive handwriting.