Building Reading Success with Wiley Blevins, Grade 5

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 an explanation of the stated purpose of the supplemental program. The “Program Overview” states, “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 “Program Overview,” the materials outline seven ways the program supports existing core reading and language arts programs. These reasons include 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, with correlations to McGraw-Hill Wonders and the Texas Essential Knowledge and Skills (TEKS) for English language arts and reading (ELAR), 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 the TEKS, English Language Proficiency Standards (ELPS,) target skills, 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 will 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 recommendations for time requirements, pacing, and the frequency of lesson use in the program. For example, the materials recommend 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. The guide explains flexible implementation models, how to use multiple modules simultaneously, provides pacing recommendations, outlines print and digital assessment administration, and explains how the materials support existing core programs. These resources provide educators with guidance on how to 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 1 and 2 and use the results to place students at the first needed skill within a module. Module pacing also identifies lesson structure, 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 to support the progress of their student at home. For example, the materials include progress updates for grade 5 with practical guidance in both Spanish and English to help families foster student progress. 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 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, a Skills Diagnostic Assessment, Module Pre and 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. The Teacher’s Edition includes a flowchart of assessments to help educators determine 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 for progress monitoring. 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 helps educators 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 definitions of the instructional assessments and when to give them. For example, the “Assessment Overview” 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.

Additionally, the materials include the intended purpose of the instructional assessments. For example, in the “Assessments and Reporting” section within the “Overview” of module 1, the materials include the purpose for the Letter Name Assessment. The assessment’s purpose is to help educators identify which module 1 target skill to begin instruction, while 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. Educators assess students individually, 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 educators 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, the Comprehension Assessments measure 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 also vary in complexity. For example, in the Level D Assessment, more complex questions are posed, such as “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, such as “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 example, the fluency passages assess students’ decoding skills with the use of 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. For instance, 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 length and complexity of the passages increase.

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

The materials provide scoring information and guidance to help educators interpret 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” text helps educators 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 show educators how to use assessment results to address student performance trends. 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, 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 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 Module 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 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 support the self-monitoring of progress and growth within each module. For instance, each module includes a “My Progress Checklist” aligned to skill goals, where students reflect on their understanding with the use of “I need help with this,” “I need to practice this,” and “I know this” frameworks. 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 help 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 state that 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 the implementation of additional instructional time, small-group or one-to-one formats, more frequent assessments, pocket charts, manipulatives, interactive practice activities, and interactive decodable texts.

The Teacher’s Edition embeds differentiation guidance in target skill lessons. For example, in module 3, “Short o,” lesson 3A, the “Corrective Feedback” box guides the educator to point to the missed sound–spelling, state the sound, have students repeat it, and 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, as well as additional language supports, such as modeling directions with audio or video to allow students to revisit explanations. For example, in module 5, lesson 1A, the “Corrective Feedback” box gives educators guidance on how to stretch out sounds for blending. 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 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 as they maintain program fidelity. For example, 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. For example, 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 2–3 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.” The routine guides educators to model as they say a word, segment it sound by sound, and ask questions 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 instance, in module 5, “Long i,” lesson 1B, the educator models blending the first two words in a row and discusses what students observe. Students 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 provide educators with explicit instruction, modeling, guided practice, and structured response routines across lessons. For example, in phonics and dictation instruction, educators model sound–symbol connections with the use of sound boxes, counters, letter sound cards, mouth formation visuals, and handwriting models. The materials also provide tiered supports for students who struggle with phonemic awareness in which they 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 guides 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 that require students to 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 recommend specific 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, recommending four to five sessions per week for 30–45 minutes per session and 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. 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.

Additionally, the materials 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, educators address language-specific sound transfer challenges as they model articulation, highlight mouth position, and use minimal pair practice when appropriate. These accommodations align to ELPS proficiency levels and are integrated into instructional content to support access to grade-level learning as students develop academic language.

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

The materials include 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, students gradually shift from their 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. For example, in module 7, the educator begins instruction of syllable types as they teach closed syllables first, followed by open syllables, consonant + le syllables, vowel team syllables, r-controlled vowel syllables, final e syllables, and then unaccented syllables with the schwa (unaccented syllables) sounds. This progression builds systematically from the more simple syllable types to the most complex syllable type, in alignment with the TEKS.

The materials include a systematic, TEKS-aligned sequence for introducing sound–spelling patterns, as outlined in the program’s scope and sequence. For example, the scope and sequence in the “Overview” indicates that module 5 covers long vowels and begins with more simple sound–spelling patterns, then progresses to more complex patterns, such as multisyllabic words with multiple sound–spellings. Module 6 includes more complex vowels, such as r-controlled vowels, short oo, long i, long oo, and diphthongs /ou/ and /oi/. Module 7, volume 1, includes syllable types, and finally module 7, volume 2, progresses from prefixes to suffixes and inflectional endings.

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 5 TEKS. For example, in module 6, lesson 1B, in the “High-Frequency Words” section, the “Read It, Spell It, Write It” activity instructs educators to decode each word on the page as students chorally repeat, provide a context sentence, and then point out any irregular spellings in the words, such as ll for /l/. Educators then chorally spell the words, encode them on the lines, and identify any spellings that don’t follow the rules or are more challenging. Finally, students use each of the words to write a sentence after the educator says, “We are going to write sentences for will, well, full, fall.”

The materials include explicit instruction in decoding and encoding words with the use of sound–spelling patterns, in alignment with grade 5 TEKS. For example, in module 7, lesson 5A, educators review vowel team syllables beginning with decoding. The educators tell students, “Let’s blend, or string together, syllables to read words.” Students then encode words with vowel team syllables, such as paid, heated, enjoy, freely, etc., as educators model and practice with students.

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 words with the use of sound–spelling patterns, both in isolation and in decodable connected text, to develop automaticity, such as in “Short o,” lessons 1A, 1B, and 1C. This is in alignment with grade-level TEKS, as appropriate for the program’s stated purpose. In lesson 1A, students practice both newly introduced and previously taught sound–spelling patterns (short a and short i) in isolation. The materials spiral practice with sound–spelling patterns and build on prior learning. For example, students previously worked through lessons with short a and short i. In the introduction to words with short o, students apply these previously learned sound–spelling patterns in words such as sit and zap, and the new sound–spelling patterns in words such as mop and lock. Students decode and encode with the use of these sound–spelling patterns.

The materials include cumulative student practice in decoding words, both in isolation and in decodable text, to reinforce sound–spelling patterns over time. For example, in module 6, “Cumulative Practice: Cumulative Review,” students decode high-frequency words in isolation four times throughout the unit. In addition, the materials include decodable texts multiple times throughout the units for students to practice and reinforce sound–spelling patterns. For instance, module 6, lesson 2B, includes a decodable text “Reader’s Theater” activity that includes words with the newly taught r-controlled spelling ar, such as chart, part, shark. The activity also serves as a cumulative review of previously taught spellings, such as vowel teams ea and long e ee.

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

In the materials, students practice with only those sound–spelling patterns that have already been explicitly taught. For instance, module 7’s “Automaticity Drill” includes sound–spelling patterns taught prior to this lesson, such as closed, open, and consonant ‑le syllables. In this lesson on vowel team syllables, students apply previously taught skills as they read and spell multisyllabic words like sixteen, subway, oatmeal, and rainbow. The materials consistently incorporate skills that have been explicitly introduced, which demonstrates a coherent approach to the reinforcement of multisyllabic word-reading across the program.

The materials include student practice with only those only sound–spelling patterns that have already been explicitly taught. For example, in the module 7 Teacher’s Guide, “Consonant + le,” lesson 1A, the educator explicitly teaches how to blend syllables with the consonants + le in words such as bottle. Students then progress to segmenting words into syllables, such as puzzle, title, and needle. In the last part of the lesson, students blend and code words with consonant + le syllables. Additionally, in module 7, “Consonant + le,” lesson 1B, students work as a whole group with the educator to segment words that contain consonants + le, then on the next student page they work independently to code the consonant + le in each syllable.

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 the introduction of regular and irregular high-frequency words from a research-based list, in alignment with grades 3–5 TEKS. For example, the high-frequency word scope and sequence in module 6 is organized by target skills, including regular high-frequency words like far and hard, and irregular high-frequency words like fly and light. In addition, the scope and sequence begins with high-frequency words with r-controlled spelling patterns (-ar, -ur, -or) and lists the Dolch decodable high-frequency words for this pattern (far, hard, large, part, and start). The materials move to more complex patterns, such as long o, -oo, and diphthongs, and include the corresponding Dolch words that follow the spelling pattern.

The materials include a systematic sequence for the introduction of regular and irregular high-frequency words from a research-based list, in alignment with grades 3–5 TEKS. For instance, in module 6, lessons 1A–1C, on the r-controlled vowel /är/, students decode and encode regular high-frequency words, such as far, part, and start, and irregular high-frequency words such as will and full. The materials also provide sound–spell–write support in the Read It, Spell It, Write It routine, in which students decode sentences like “Sharks have sharp teeth. Tiger sharks have the sharpest teeth,” and utilize sentence frames such as “Sharks have ____.”

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, in alignment with grade 5 TEKS. For example, in module 7, “Schwa,” lesson 1B, the materials provide explicit instructions for the “Blending” activity, in which educators tell students, “We will blend, or string together, syllables to read words.” Students then identify the unaccented syllables in irregular words with a schwa vowel sound, such as rotten and hidden. Additionally, educators model how to blend the first line of words as they touch each blue dot under the grapheme, then blend together each syllable, and finally blend together the entire word. The materials previously applied these instructions as students blended together regular high-frequency words, such as napkin and cabin, in module 7, “Closed Syllables,” lesson 1B.

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, “r-Controlled Vowel /ar/,” lesson 1B, the materials provide explicit instructions for the Read/Spell/Write routine. For the “Read,” or decoding, section, the materials include the irregular high-frequency words will, well, full, and fall. 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. Then, the educator taps out the sounds with students and points out any irregular, unknown, or challenging spellings in the words (e.g., ll spelling for the /l/ sound, and the letter a spelling for the /o/ sound). In the “Write,” or encoding, section, students write an example for each of the words introduced in the lesson. In module 7, “r-Controlled Vowel /or/,” lesson 1B, the Read/Spell/Write routine uses regular high-frequency words like same, and irregular high-frequency words like before and after.

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 in alignment with grade 5 TEKS. For example, in module 6, “r-Controlled Vowel /ar/,” lesson 3A, the materials provide the Decodable Text 3, “Get to Know Sharks.” In the lesson, students practice decoding regular high-frequency words, such as have and sharks, as well as irregular high-frequency words like eyes and teeth. Students also encode the same words in the “Write About It” section as they write a brief summary of the text.

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 in alignment with grade 4 TEKS. For example, in module 6, “r-Controlled Vowel /or/,” lesson 1C, the materials provide a decodable text in which students decode regular high-frequency words, such as in and that, as well as irregular high-frequency words, such as ball and might. In addition, students encode the same words in the “Write About It” activity where they use sentence frames like “Each riddle tells about ____,” and “Locations for sports are ____ and ____.”

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, “Diphthong /oi/,” lesson 1B, students practice words that were explicitly taught earlier in the module, such as down and shout, as well as /oi/ spellings taught in the previous lesson, such as boy and point.

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, “Complex Vowel /o/,” lesson 1B, students practice with words that were explicitly taught earlier in the module, such as boy and point, as well as new spellings taught in the previous lesson, such as all and salt.

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 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 use syllable division patterns to identify, blend, and divide multisyllabic words.

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

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, “r-Controlled Vowel Syllables,” lesson 1B, educators model blending the first line of multisyllabic words like target and garden. Educators decode each sound, then each syllable, and finally put the word together. Students then decode similar words. Educators also identify which syllables are consonant + le syllables and how to adjust pronunciation to make it a word students have heard before. In addition, module 7, “r-Controlled Vowel Syllables,” lesson 3B includes explicit encoding instruction with the use of syllable analysis. In the lesson, students spell one-syllable and multisyllabic words by segmenting the word syllable by syllable and then sound by sound. Students spell each syllable and combine them to encode words such as forget, carpet, and dinner.

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 instance, in module 7, “Final e Syllables,” lesson 1B, educators model blending the first line of multisyllabic words, such as inside and hopeless, then decode each sound and syllable before they put the word together. Students then decode similar words as the educator identifies which syllables are consonant + le syllables, and how to adjust pronunciation to be a word students have heard before. In addition, module 7, “Final e Syllables,” lesson 3B includes explicit encoding instruction with the use of syllable analysis. In the lesson, students spell one-syllable and multisyllabic words by segmenting the word syllable by syllable and then sound by sound. Students encode words such as inside, mistake, and hopeful as they spell each syllable and combine them to encode the entire 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, “Vowel Team Syllables: Cumulative Fluency Sentences,” students decode one-syllable and multisyllabic words that were previously taught, such as teacher, rain, balloon, oatmeal, and seen. Students then encode words with similar spellings in the “Write for Understanding” section. Finally, in module 7, “Vowel Team Syllables,” lesson 2B, Decodable Text 2, “Reader’s Theater,” the materials include words with sound–spellings previously explicitly taught, including one-syllable words (dark, good, boats) and multisyllabic words (rainstorm, rained, started).


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. For instance, in module 7, “Final e Syllables: Cumulative Fluency Sentences,” students decode one-syllable and multisyllabic words that were previously taught, such as pet, wildlife, and wrote. Students then encode words with similar spellings in the “Write for Understanding” section. Finally, in module 7, “Final e Syllables,” lesson 2B, Decodable Text 2, “Reader’s Theater,” the materials include both one-syllable words (bake, cake) and multisyllabic words (invite, cupcakes, homemade) with sound–spellings that were 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, “Final e Syllables: On Your Own: Syllabication 1,” students only practice with previously taught syllable types, such as closed, opened, consonant + le, and final e syllables. Students practice decoding words like excite, erase, and locate.


The materials include student practice with only those syllable types and syllable division principles that have already been explicitly taught. For instance, in module 7, “Schwa: On Your Own: Syllabication 1,” students practice with previously taught syllable types, such as closed, open, consonant +le, final e syllables, and schwa. Additionally, students practice decoding words such as wagon, reason, and zebra.

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 4 TEKS. In module 7, volume 2, for instance, instruction begins with simpler suffixes, such as -y, -ly, -ful, -less, and -ible/-able, which introduce students to common derivational morphemes and their impact on word meaning. Students then progress to more complex morphological structures, including comparative and superlative suffix forms, which extends their understanding of how suffixes change word meaning and function.

The sequence continues in module 7, volume 2, with instruction in inflectional endings. Students are first introduced to basic inflectional endings such as -s, -es, -ing, and -ed. Instruction then advances to more complex spelling changes that occur with the addition of inflectional endings, including rules like dropping the final e, changing y to i, and doubling the final consonant. This structured progression supports students as they move from straightforward inflectional endings to more complex spelling patterns, which ensures the clear and systematic development of morphological understanding aligned to 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 (Drop e),” lesson 2A, the materials provide explicit instructions for the educator to review inflectional endings. The educator tells students, “An inflectional ending, or suffix, is one or more letters added to the end of a base word to make a new word. When the base word ends with e, drop the e before adding the ending -ed or -ing. Point to the e in bake and the inflectional endings in baked and baking. The educator circles the inflectional endings and discusses what the base word is (with the removed letter e).”

The materials include explicit instruction on morphological skills in alignment with grades 3–5 TEKS. In module 7, “Inflectional Endings (Double Final Consonant),” lesson 2A, for example, the materials provide explicit instructions for the educator to review inflectional endings. Educators “remind students that 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 short vowel followed by a consonant, double the consonant before adding the ending -ed or -ing. Point to the letters nn and the inflectional ending -ing in running. Circle the inflectional ending and underline the base word before the final letter is doubled.”

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, “Inflectional Endings (-s, -es, -ing, -ed),” lesson 1B, students blend words with inflectional endings, such as trains, dishes, and painting, in isolation in a word list. In the next lesson, 1C, the materials include the decodable text “What Sport Is It,” with words that contain the inflectional endings -s, -es, -ing, and -ed, such as points, called, and attached.

The materials include cumulative student practice of morphological skills in alignment with grades 3–5 TEKS. For example, in module 7, “Inflectional Endings (Double Final Consonant),” lesson 2A, students blend words with inflectional endings, such as stopped, planning, and petting, in isolation in a word list. In the next lesson, 2B, the decodable text “Reader’s Theater” includes words that contain inflectional endings that require a double final consonant, such as zipping, flipped, and dropped.

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

In the materials, students practice with only those morphemes that have been previously taught. For example, in module 7, “Inflectional Endings (-s, -es, -ing, -ed),” Cumulative Assessment, the materials only include words with the inflectional endings already taught, such as keeping and unblocked. In addition, students practice with morphemes previously taught in the module, including comparative and superlative suffixes (e.g., softer and quickest); suffixes -y, -ly, -ful, -less, and -ible/-able (e.g., painful and twist); and prefixes pre-, miss-, dis-, un-, and re- (e.g., pregame and reheated).

Students practice with only those morphemes that have been previously taught. In module 7, “Inflectional Endings (Drop e),” Cumulative Assessment, the materials only include words with inflectional endings that require dropping the e, such as saving and craved. In addition, the assessment includes morphemes taught earlier in the module, such as inflectional endings (e.g., keeping and unblocked); comparative and superlative suffixes (e.g., softer and quickest); suffixes -y, -ly, -ful, -less, and -ible/-able (e.g., painful and twist); and prefixes pre-, miss-, dis-, un-, and re- (e.g., 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 materials include explicit and systematic handwriting instruction in alignment with grade-level TEKS and the program’s stated purpose. For instance, 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 students practice independently. The handwriting scope and sequence organizes instruction from simpler letters like a, o, and i, to more complex letters like f and j, which demonstrates a systematic progression of handwriting instruction.

The materials provide lesson-level explicit instruction in handwriting. For example, in module 3, the cursive Ff lesson, educators model uppercase and lowercase letter formation before students practice independently. Educators use explicit formation cues for each stroke of the letter, and students then trace and write the letters before they apply the skill in words and sentences that contain previously taught cursive letters. This progression reinforces 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 Handwriting Instruction and Practice resources provide a consistent instructional progression in which students view handwriting models, use visual supports such as green starting dots and directional arrows, trace modeled letters, copy letters, and then write letters independently before they apply handwriting skills in words and sentences. Handwriting practice continues throughout the phonics lessons, such as in module 6, “r-Controlled ar,” lesson 1A. In the lesson, students write the target spelling pattern in print or cursive, then apply it 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 instance, in module 3, “Short Vowels,” the cursive Oo lesson has students watch a handwriting video, trace uppercase and lowercase cursive letters, write each letter independently multiple times, then practice handwriting within words and connected sentences with the use of previously taught cursive letters. This progression from modeled letter formation to independent application provides repeated opportunities for students to refine letter formation, spacing, and handwriting fluency.

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 6 Handwriting Instruction & Practice: Cursive Letter Formation Instruction includes a “Corrective Feedback” section, in which educators use letter formation models with directional arrows and students trace before they write independently. Educators check for proper pencil grip, letter starting points, and smooth connections between letters while students write. Other 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, 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 6, the cursive Qq lesson, educators provide corrective feedback on letter spacing, size, slant, and formation as students practice. Educators use the provided formation sequence for uppercase and lowercase Qq, monitor handwriting during practice, and reinforce consistent letter size, spacing between words, and correct baseline placement to support accurate cursive handwriting.