Building Reading Success with Wiley Blevins, Grade Kindergarten

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 a letter from the author that explains the program’s stated purpose and describes the materials as a tier-two product. The program provides additional instruction to address students’ learning needs and accelerate mastery of the skills required for proficient reading. Additionally, a transition resource supports students as they return to full-time tier-one instruction.

The materials include a “Program Overview” that clarifies the intervention’s purpose. The overview outlines how the materials support the development of proficiency in phonics and word-study skills for students in grades K–5 who require 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 correctly use the supplemental program to support an existing core reading and language arts program. On the Sadlier Connect website, materials in the Teacher’s Edition library outline seven ways in which 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. For example, the materials provide correlations to McGraw-Hill Wonders and the Texas Essential Knowledge and Skills (TEKS) for reading language arts (RLA).

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

The materials include a scope and sequence in modules 1–9 that identifies target skills, student expectations, the TEKS, English Language Proficiency Standards (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. Additionally, the materials outline eight guiding principles used to develop the scope and sequence, and identify the module in which each principle occurs. For example, the sequence enables students to begin with letter identification, progress to reading and spelling, then advance to multisyllabic word work in module 7 to build skills systematically.

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

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

The “Program Overview” provides the time requirements for effective implementation of each lesson, as well as recommendations for pacing and the frequency of lesson use. For example, the materials state that “tier 2 intervention groups should meet 3 to 5 times per week for 20–45 minutes per session, and tier 3 intervention groups should meet 4 to 5 times per week for 30–45 minutes per session.” The four lessons in module 1 are designed for 15-minute instruction to support flexible scheduling, and the five lessons in modules 3–8 are designed for 30–40 minutes of instruction. Additionally, 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 guidance also notes that kindergarten requires fewer minutes per session than intervention for students in later grades.

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

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

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

The materials include assessment administration guidance that helps educators make successful implementation decisions and provides two placement options for students. For example, a skills diagnostic option directs educators to administer parts one and two of the assessment, and use the results to place students at the first needed skill within a module. Pacing guidance also outlines how best to structure the lesson, 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 include suggestions in both Spanish and English for ways families can support their student’s progress at home, such as progress updates for kindergarten that include practical guidance suggestions. Key additions designed to accelerate skill acquisition in the program include module-specific activities, such as alphabet hunts and everyday conversation starters, and Interactive Online Learning: Sadlier Connect activities like “Build a Sentence” and and “Decoding/Fluency/Comprehension Support: Decodable Texts” for foundational reading practice.


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

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

The materials include a Placement Assessment that identifies students in need of intervention and places them in the appropriate module. The Module Skills Diagnostic Assessments in modules 3–7 assess module-specific phonics and spelling skills. The phonics section uses real and nonsense words to assess decoding, and the spelling section assesses encoding needs.

The Assessment and Reporting Guide identifies diagnostic, formative, and summative assessments across the modules. For example, module 3 includes Phonics, Spelling, and Phonemic Awareness Segmentation Placement Assessments, along with a Module Pre Test and Module Post Test, and Cumulative Fluency Check for each target skill. These assessments measure the literacy skills students develop in the program and support educators as they make instructional decisions.

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

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

The materials include assessment guidance that explains the intended purpose of placement and progress-monitoring assessments. For example, the “Assessments and Reporting” section explains that the Phonemic Awareness Assessment measures student progress in reading readiness, and that the Placement Assessment identifies decoding and encoding deficits to determine where targeted instruction should begin.

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

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

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

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

The materials include instructional assessments with items at varying levels of complexity across the foundational skills sequence. Module 1 assessments begin with uppercase letters, lowercase letters, letter sounds, accuracy, and speed. Later assessments increase in complexity through phonemic awareness tasks, including rhyme; syllables; initial, final, and medial sounds; segmentation; blending; and phonemic manipulation.

The materials include assessment items that evaluate decoding and encoding at increasing levels of complexity. Later modules assess foundational skills through words, sentences, and passages. Students demonstrate skills as they identify beginning, middle, and end sounds; color-code boxes for each sound in a word; blend sounds to form words; and add, delete, or substitute sounds.

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

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

The materials provide guidance for interpreting student performance on instructional assessments. Placement Assessment results help educators identify students who are in need of intervention, and place them in the appropriate module. After the Phonics Short Vowels Assessment, the “Placement Assessment Flowchart” uses thresholds, including “8–10 correct” and “8–10 correct and fairly automatic,” to guide next steps

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

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

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

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

The materials also include student-facing tools that allow them to monitor their own progress and growth within each module. For example, each module includes a “My Progress Checklist” aligned to skill goals, where students reflect on their understanding with the frameworks “I need help with this,” “I need to practice this,” and “I know this.” 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 identify students in need of intervention. This enables educators to place students in the appropriate module aligned to their foundational skills progression, and monitor progress toward proficiency. Additionally, 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 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 that targets specific skill gaps, and may be placed in a designated module for further instruction if needed. The “If/Then” chart reinforces these decisions by linking assessment outcomes to instructional next steps, including continuation of grade-level instruction or targeted intervention based on performance.

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

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

The Teacher’s Edition embeds differentiation guidance in target skill lessons. For example, in module 3, “Short o,” lesson 3A, the “Corrective Feedback” box guides the educator to point to the missed sound–spelling, state the sound, have students repeat it, and guide them 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. Additional language supports, such as modeling directions with audio or video, allow students to revisit explanations. For example, in module 5, lesson 1A, the “Corrective Feedback” box gives educators guidance on how to stretch out sounds for blending. The lesson also includes an articulation video to model the long-letter sound /a/ and interactive Elkonin boxes with feedback for students who struggle with sound segmentation.

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

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

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

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 and functional performance (PLAAFP), as well as admission, review, and dismissal (ARD)-developed goals. Educators change content, methodology, or delivery to adapt instruction as they maintain program fidelity. The guide shows educators how to reinforce prerequisite phonological and phonics skills, prioritize high-impact grapheme–phoneme correspondences, increase modeling and think-alouds, use manipulatives and visual cues, add or extend instructional time, adjust group size, and use scaffolds such as tactile tools and oral rehearsal. The guidance also explains the SDI framework, which uses adjustments to content, methods, and delivery to support instruction without reducing rigor.

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

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

The materials include explicit prompts and guidance that support the educator as they model and explain skills to be learned. For example, in module 3, “Short a,” lesson 1B, the educator introduces the blending activity with the prompt, “We will blend, or string together, letter sounds to read words.” The educator models blending, asks students what sound and letter are different, then has students tap dots for each sound and use the red arrow to blend sounds together.

The Teacher’s Edition includes detailed lesson prompts for explicit instruction, such as in module 3, “Short i,” lesson 1A. In these materials, articulation guidance directs the educator to model with the “Sound Card and Articulation Video”; focus on the lips, teeth, and tongue; introduce the spelling and keyword for /i/; write the word; underline the spelling; state the sound; and have students repeat.

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

The materials guide educators through a variety of instructional approaches for effective lesson delivery and facilitation. The Instructional Routines Booklet and professional development resources guide educators in the use of explicit instruction, modeling, guided practice, and structured response routines across lessons. For example, in phonics and dictation instruction, educators model sound–symbol connections with the use of sound boxes, counters, letter sound cards, mouth formation visuals, and handwriting models. The materials also provide tiered supports for students who struggle with phonemic awareness, in which educators show sounds, model blending, and use manipulatives to support decoding.

These materials also include structured literacy routines that support reading, speaking, and writing instruction across modules. For example, in the Read Aloud routine, educators preview texts, build vocabulary and background knowledge, identify stopping points, and reread texts to deepen comprehension. The Decodable Text routine supports fluency and comprehension through pre-teaching vocabulary, whisper reading, corrective feedback, and comprehension checks. Additional routines extend instruction through choral reading, text annotation, repeated readings, and writing tasks 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 include recommended instructional structures to support educators in 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, which increases in intensity and frequency, 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, so younger students may require shorter sessions.

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

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

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

The materials also embed linguistic accommodations within lessons and instructional routines to support language development in context. For example, 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 show educators how to address language-specific sound transfer challenges, such as having 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.

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

Additionally, the materials provide model-specific strategies that educators can implement 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.

The materials include a systematic sequence of phonological awareness skills in which students progress from basic skills and larger units of sound to more complex skills and smaller units of sound. The Phonological/Phonemic Awareness Rationale and scope and sequence explain that in module 2, students develop sound awareness from “whole-word tasks (rhyme, syllables),” then learn to blend and segment, and then learn “advanced phoneme manipulation.” In this progression, students begin with broad oral sound awareness before they move to smaller and more complex sound tasks.

The Target Skill chart gives concrete examples of the activity sequence in which students begin with sound awareness and articulation, then move to rhyme and syllables. The sequence then progresses to oral blending and oral segmentation before students are introduced to phoneme manipulation through substitution, addition, deletion, and reversals. These target skills demonstrate how the phonological awareness activities progress from larger sound units to smaller sound units.

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

The materials guide students through a systematic sequence of phonemic awareness tasks that begin with a focus on basic skills and progress to more complex phoneme-level tasks. For example, in the kindergarten assessment schedule, tasks at the beginning of the year focus on rhyme, syllables, and initial sounds. By the middle of the year, students add final sounds, medial sounds, segmentation, and blending. By the end of the year, students build on these skills with the addition of phonemic manipulation. This sequence demonstrates the progression of learning as students identify sounds and blend, segment, and manipulate phonemes.

The High-Impact routine sequence shows the phoneme-level skills that manipulation work builds upon. Students practice oral blending and oral segmentation before moving to phoneme manipulation. Additionally, the Manipulation routines progress through substitution, addition, deletion, and reversals. This sequence provides a clear path from basic phonemic awareness skills to more complex phoneme manipulation.

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

The materials include explicit instruction in phonological and phonemic awareness skills. For example, in week 3, section 3, “Targeted Phonemic Awareness Support,” the lesson begins with sound awareness and articulation for /th/ and /l/. The educator shows articulation videos, models each sound, has students repeat, and asks, “Where is your tongue when you start making the sound?” The lesson also includes phonological sensitivity with syllables, where the educator models the use of chin drops to count syllables and provides corrective feedback as they model how to segment words by syllable. These educator-facing directions provide explicit modeling, guided practice, and corrective feedback for phonological awareness instruction.

The Teacher’s Edition includes direct Phonemic Awareness routines with explicit modeling and guided practice. For instance, in the High Impact routine for oral segmentation, educators receive step-by-step directions, scripts, multimodal and multisensory supports, and access to a model video. In week 5, day 3, section 3, the educator models how to identify the medial sound in sit by stretching the word, naming the middle sound /i/, and guiding students to repeat and practice with additional words.

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

The materials include cumulative student practice of phonological and phonemic awareness skills, and the Phonological and Phonemic Awareness Cumulative Review begins with practice in rhyme and syllables. Students identify rhyming words, produce words that rhyme, blend syllables to make compound words, and clap syllables as they use the chin drop method to count word parts. Multiple tasks require students to revisit larger sound units and apply previously taught phonological awareness skills before they move into smaller sound units.

The Teacher’s Edition provides cumulative practice not only in the “Cumulative Review” section, but also in daily lesson plans. For example, in module 2, section 3, week 10, students practice newly introduced and previously taught phonological and phonemic awareness skills through repeated practice routines. The lesson continues articulation support and adds more advanced phonemic awareness practice, including adding sounds, deleting sounds, and sound reversals, which builds on earlier blending and segmenting work.

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

In the oral blending High Impact routine, the educator explains that students will be “blending, or putting together, sounds to make words.” The educator models how to say each sound, stretching the sounds and blending them to say the word sat. Students then practice the same taught skill in the Student Book through activities in which they stretch, tap, and blend sounds to identify the matching word or picture.

The Teacher’s Edition provides lesson-level practice that follows explicit instruction in the same phonemic awareness skill. For example, in module 3, “Short a,” lesson 1A, students practice blending and segmenting words with the short a sound after the educator introduces and models the sound–spelling pattern. The practice uses sounds and words connected to the current lesson, which demonstrates that students apply phonemic awareness skills after explicit instruction.

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

The materials include a systematic sequence for the introduction of sound–spelling patterns in alignment with the program’s stated purpose. The scope and sequence shows that sound–spelling instruction begins with short vowels in module 3, including short a, short i, short o, short u, and short e. The sequence then moves to consonant blends and digraphs in module 4, final e and long-vowel patterns in module 5, and complex vowels in module 6, including r-controlled vowels and diphthongs. The materials introduce sound–spelling patterns in a systematic order that moves from simple and common patterns to more complex and less common patterns.

The Scope and Sequence Rationale explains that instruction follows basic learning principles as students progress from the easiest and simplest concepts to more complex skills. The sequence begins with one-letter, one-sound correspondences and short vowels before students move to consonant blends, digraphs, long vowels, and complex vowel patterns. This organization supports the systematic introduction of sound–spelling patterns.

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

The materials include explicit instruction in how to use sound–spelling patterns to decode and encode words. In lesson 2A, “Short o,” the educator reviews the /o/ sound for short o spelled o, writes and underlines the spelling in mop, points to the spelling, states the sound, and has students repeat. To introduce blending, the educator says, “Let’s blend, or string together, letter sounds to read words,” then guides students to whisper-blend and chorally read short o words. The lesson includes corrective feedback that directs the educator to point to a missed sound–spelling, have students repeat it, and blend the word again. Students then learn to encode as the educator models how to segment pop sound by sound, identify each sound and spelling, and write each spelling. Students then encode additional short o words and a sentence. Together, these lesson components provide explicit explanation, modeling, guided practice, and feedback for decoding and encoding words with the same sound–spelling pattern.

The Teacher’s Edition provides explicit instruction in how to teach encoding with taught sound–spelling patterns. For example, in lesson 2A, “Short i,” the educator writes sit, underlines the spelling, points to it, states the sound, and has students repeat. Students then blend words with short i, receive corrective feedback, and write short i words as they connect each sound to its spelling.

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

To develop student automaticity, the materials include cumulative student practice in decoding words with the use of sound–spelling patterns in isolation. For example, in lesson 1B, “Short o,” students practice the newly introduced short o pattern as they blend words such as mop, top, pot, hot, on, lock, job, and jog. The same lesson includes a review of previously taught short-vowel patterns through words such as sit, six, has, zap, dig, fan, fill, and rack. Students tap sounds, blend through the words, chorally read the word lists, and receive corrective feedback when they miss a sound–spelling.

The Teacher’s Edition also provides cumulative practice in decoding and encoding in decodable connected text. In the “Short a” lesson for the sentence “I am a cat,” the educator introduces the short a sound–spelling, models how to blend the word am, and has students blend and spell the word on dry-erase boards. Students then use the Read/Spell/Write routine with high-frequency words and whisper-read the decodable text to build automaticity with taught sound–spelling patterns.

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

Student practice includes only sound–spelling patterns that have already been explicitly taught. For example, in the “Independent Build Fluency Automaticity Drill” for short o, students practice decoding words with the use of the taught short o pattern, including got, top, lock, dog, box, sock, fox, mop, not, and jog. Students underline the letter o as they say the sound, read the first two rows with the educator, practice independent reading, and complete timed partner readings. This practice ensures students apply only the explicitly taught short-vowel pattern and do not encounter untaught sound–spelling patterns.

The Teacher’s Edition also provides decodable connected text practice aligned to the explicitly taught short o sound–spelling pattern. After instruction on short o, students read “The Frog Prince,” which includes decodable short o words such as not, frog, hop, stop, on, hot, rock, and got. This connected text reinforces the application of only previously taught sound–spelling patterns in context to support accurate decoding and fluency development.

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. The high-frequency word scope and sequence in module 3 organizes words by target skill, including short a, short i, short o, short u, and short e. The chart identifies decodable high-frequency words, such as and, is, down, goes, and good, as well as irregular or partially irregular words from the 75 HF Hurdles list, such as the, of, was, do, does, one, once, many, are, you, and said. This sequence connects high-frequency word instruction to the phonics progression.

The Teacher’s Edition shows how the sequence is carried into lesson-level instruction. For instance, in short i and short e lessons, students encounter regular high-frequency words aligned to the current phonics focus, such as him, his, six, let, get, and red. These same lessons introduce irregular high-frequency words, including saw, was, do, does, you, said, good, and for. These examples show that regular and irregular high-frequency words are introduced systematically as students learn related phonics skills.

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.

These materials include explicit instruction in decoding and encoding regular and irregular high-frequency words from a research-based list. The High-Frequency Word Implementation Guide provides a Read/Spell/Write routine that directs educators to introduce each word, read it aloud, have students chorally repeat, and provide a short context sentence. During “Read It,” students analyze the word as they identify the sounds they hear, tap each sound, identify regular sound–spelling patterns, and mark irregular or unexpected letters as “heart parts.” During “Spell It” and “Write It,” students spell the word, write it as they say each letter, compare their spelling to the model, and receive corrective feedback.

The Teacher’s Edition applies the routine in “Short o,” lesson 1B, in which the educator uses the Read/Spell/Write routine to model how to read and spell high-frequency words as students follow along in the Student Book. The routine distinguishes a regular word, no, from the irregular words one, once, and many, and guides students to read, spell, and write the words. This provides explicit instruction in decoding and encoding regular and irregular high-frequency words.

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

To develop automaticity, the materials include cumulative practice in decoding and encoding regular and irregular high-frequency words, both in isolation and in decodable connected text. For example, in “Short o,” lesson 1C, students read Decodable Text 1 with newly introduced high-frequency words, including no, one, once, and many, as well as previously taught words such as the, and, is, and do. The related “On Your Own” activity prompts students to read sentences or phrases, write their own sentence for each word, read each word again, build each word with letter cards, and write each word. This provides cumulative practice in connected text, word-level decoding, and encoding in isolation.

Additional cumulative practice is provided in a “Short i” lesson using the text “The Big Rig.” Students whisper-read and chorally read decodable words aligned to the target phonics skill as they review previously taught short a words. Students encode words by spelling them on dry-erase boards, and engage in the Read/Spell/Write routine for high-frequency words such as what, to, do, and this. Practice is extended through decodable reading, word-building with letter cards, and repeated exposure with the use of high-frequency word flash cards to reinforce cumulative application across lessons.

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

In these materials, students practice only the regular and irregular high-frequency words that have already been explicitly taught. For instance, in short o high-frequency word practice, students practice the previously taught words no, one, once, and many. Students read each word, tap the sounds, write the word, attend to heart letters, and write a sentence for each word. Students also read the same taught words in Decodable Text 1, such as mom, along with previously taught words such as the and do.

The Teacher’s Edition provides a second example of how student practice follows explicit instruction. In “Short e,” lessons 1B and 1C, students first learn the high-frequency words you, said, good, and for through the Read/Spell/Write routine. Students then practice these words in isolation and in connected text, including a comic with sentences such as “I will get a pet, I said,” and “I am a good pet.”

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.

This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.

This guidance is not applicable to the program because the TEKS for the grade level do not list syllable types and syllable division principles.

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.

This guidance statement is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable or multisyllabic words.

This guidance statement is not applicable to the program because the TEKS for the grade level do not list decoding and encoding one-syllable and multisyllabic words.

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

This guidance is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable and multisyllabic words.

This guidance is not applicable to the program because the TEKS for the grade level do not list decoding and encoding one-syllable and multisyllabic words.

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

This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.

This guidance is not applicable to the program because the TEKS for the grade level do not list syllable types and syllable division principles.

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 guidance is not applicable to the program because TEKS for the grade level do not list morphemes.

This guidance is not applicable to the program because the TEKS for the grade level do not list syllable types and syllable division principles.

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.

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

This guidance statement is not applicable to the program because the TEKS for the grade level do not list decoding and encoding one-syllable and multisyllabic words.

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.

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

This guidance is not applicable to the program because the TEKS for the grade level do not list decoding and encoding one-syllable and multisyllabic words.

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

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

This guidance is not applicable to the program because the TEKS for the grade level do not list syllable types and syllable division principles.

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 module 1 “Alphabet Overview and Handwriting” scope and sequence outlines the systematic progression for handwriting instruction that follows the program’s letter sound sequence. The materials begin with frequently occurring letters, such as m, a, s, and t, before students progress to less common letters, such as j, q, y, and z. Each target letter includes explicit instruction for how to form uppercase and lowercase letters through educator modeling, guided practice, and application.

The Teacher’s Edition provides explicit handwriting instruction through step-by-step demonstrations, formation cues, and visual supports. For example, in module 1, “Target Skill: Aa,” lesson 1, the educator models letter formation with the use of a handwriting video, green starting dot, and directional arrows to demonstrate pencil placement, directionality, and letter size. Students first trace the modeled letter, then write uppercase and lowercase A independently while saying the /a/ sound to connect handwriting with phonics instruction. The handwriting instruction also includes verbal formation cues and numbered steps to support accurate stroke sequence, such as starting points, direction of movement, and basic strokes. These routines provide explicit, multisensory instruction in letter formation before students apply handwriting skills in words and sentences.

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

The materials include frequent opportunities for students to develop handwriting skills through guided practice. The Letter Formation and Instruction Guide uses a structured Introduce, Model, Practice, and Apply routine in which educators model correct letter formation before guiding students through activities in which they trace, copy, and write. For example, in module 1, “Alphabet, Letter I,” students watch a handwriting video and use a green starting dot and directional arrows to identify pencil placement, letter direction, and size. Students first trace a modeled uppercase I, then trace a lighter version of the letter before they write it independently multiple times. During practice, educators provide corrective feedback and support to reinforce accurate letter formation and handwriting habits.

In these materials, students refine handwriting skills through independent practice. Handwriting practice resources include a visual model of proper letter formation and a QR code that links to instructional support for each uppercase and lowercase letter. Students practice forming letters through tracing and independent writing before they apply handwriting skills in words and sentences, through activities such as Dictation 1, “Decodable Sentences,” and “Write for Understanding.” These activities provide cumulative practice with letter formation, directionality, size, and spacing at the letter, word, and sentence levels.

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

The materials include guidance for educators to provide feedback that supports students as they develop and refine handwriting skills. In “Pp,” lesson 1, the handwriting section provides corrective feedback guidance during student practice. Educators provide additional examples for students to trace, allow students to practice on dry-erase boards or unlined paper when additional support is needed, and monitor pencil grip and sitting posture as students write. This guidance helps educators address handwriting skills during the writing process.

In “Mm,” lesson 1, the handwriting section provides additional corrective feedback guidance focused on letter formation and writing habits. Educators provide additional Ms for students to trace when needed, and check pencil grip and sitting posture as students write. This guidance supports educators as they help students improve formation accuracy and develop appropriate handwriting habits.