Despegando hacia la lectura: Fonética

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.

In the “Program Resources” PDF of FONÉTICA Stage 1, the materials contain a scope and sequence that identifies the concepts taught throughout the course and the order in which they are introduced. For example, “Unidades didácticas de fonética del módulo 1” organizes instruction by unit and identifies the phonics focus, high-utility words, and related decodable texts. In módulo 1, unidad 3, students identify and connect the /o/ sound with the letter o; write uppercase and lowercase Oo; write words containing o; learn the high-utility word ve; develop oral language and vocabulary; segment sentences; and identify initial, final, and medial sounds.

In the “Program Resources” PDF of FONÉTICA Stage 1, the materials contain a scope and sequence that identifies the concepts taught across the course. The materials also suggest a weekly schedule in the Teacher Resources manual of FONÉTICA Stage 1 that helps educators pace instruction according to the sequence. For example, the schedule organizes a unit into blocks 1, 2, 3, and 4 across Monday through Thursday, with an optional Friday for review, reteaching, or consolidation. This guidance helps educators plan when to introduce and revisit skills or elements such as letter–sound correspondence, high-utility words, oral language, vocabulary, and phonological awareness. However, the materials do not align the scope and sequence with the TEKS.

Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).

In the “Program Resources” PDF of FONÉTICA Stage 1, the materials contain a scope and sequence that suggests pacing. The PDF provides an overview of the content and skills addressed throughout the course and helps educators plan the sequence of units and lessons. For example, the guide organizes instruction by module and unit and shows how phonics skills progress from individual consonant and vowel correspondences to digraphs, diphthongs, consonant blends, and complex syllables. The materials also explain how educators may divide instruction across the week, stating, “Cada unidad se puede enseñar en cuatro bloques, cada uno una duración aproximada de 30 minutos.”

In Teacher Resources of FONÉTICA Stage 1, the materials contain a pacing guide that suggests a sequence for the “Unidades didácticas de fonética” and identifies the phonics skills taught across the course. For example, instruction progresses from individual vowel and consonant sounds to digraphs, syllable formation, high-utility words, phonological awareness activities, and decodable text practice. The suggested weekly schedule organizes each unit into four 30-minute blocks from Monday through Thursday and provides an optional Friday for catching up, reteaching, review, or consolidation. The materials do not contain two suggested calendars.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.

In the “Introduction” of Teacher Resources of FONÉTICA Stage 1, the materials explain how concepts connect throughout the course, showing that instruction is organized in a systematic progression to support foundational language development. The materials state that “el programa se presenta en una forma sistemática y sigue una secuencia tradicional para la enseñanza de las destrezas fundamentales del lenguaje.” In Stage 1, instruction begins with oral language development and phonological awareness, including rhyming, combining sounds, separating and counting syllables, joining syllables, and manipulating syllables. Students then connect individual sounds to letters; combine letters with vowels to form syllables; use syllables to read and write words; and apply their learning through high-utility words, dictation, and decodable text. For example, in módulo 3, unidad 2, students identify and connect g with the /j/ sound, write uppercase and lowercase Gg, combine g with vowels to form syllables, and write words containing the target pattern. Students also practice the high-utility word gusta, develop oral language and vocabulary through the rhyme “El girasol,” combine sounds, identify rhyming words, separate and count syllables, join syllables, and add final syllables to form new words.

The materials provide a rationale for the unit order in Teacher Resources of FONÉTICA Stage 1 and explain how concepts connect across the course. Under “Planificación de la enseñanza de la lectoescritura,” each unit is organized into four instructional blocks: “Lenguaje oral,” “Conciencia fonológica y fonética,” “Fonética y escritura,” and “Consolidar el aprendizaje.” This sequence helps students move from oral language and vocabulary development to phonological awareness, explicit letter–sound instruction, writing, guided practice, and decodable reading. For example, in módulo 1, unidad 6, students identify and connect m with the /m/ sound, combine m with vowels to form syllables, write words containing m, practice high-utility words, identify and manipulate sounds and syllables, and apply their learning through dictation and reading practice. “Primera etapa: alcance y secuencia” further shows how instruction progresses across units from individual vowel and consonant sounds to syllables, words, high-utility words, and decodable text.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

In Teacher Resources of FONÉTICA Stage 1, the materials provide support for unit internalization by explaining the program structure, instructional progression, and organization of each unit. The “Descripción del programa” clarifies the purpose of oral language, vocabulary, phonological awareness, phonics, high-utility words, review, and decodable text practice, helping educators understand how these components work together to develop foundational literacy. “Primera etapa: alcance y secuencia” allows educators to preview the sound, grapheme, syllables, high-utility words, and decodable texts taught in each unit. For example, module 1 progresses from the vowel sounds /a/, /e/, /i/, /o/, and /u/ to consonant sounds such as /m/, /s/, /p/, and /l/, with review opportunities built into the sequence.

In Teacher Resources of FONÉTICA Stage 1, the materials support lesson internalization by showing how each lesson is organized into a consistent sequence of instructional components. Under “Planificación de la enseñanza de la lectoescritura,” each unit is divided into four 30-minute blocks: “Lenguaje oral,” “Conciencia fonológica y fonética,” “Fonética y escritura,” and “Consolidar el aprendizaje.” The materials outline each block’s purpose and activities, allowing educators to preview the lesson objective, instructional routines, student tasks, and opportunities for practice before teaching. For example, módulo 1, unidad 1 begins with oral language and vocabulary; moves on to sentence segmentation as well as the identification of initial and final sounds; provides explicit instruction for connecting a with /a/; and concludes with writing, high-utility-word practice, dictation, and consolidation activities. The materials also recommend 15 minutes of daily decodable text practice and an optional weekly block for reteaching, review, or additional consolidation.

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

The materials do not provide resources specifically designed for instructional leaders to support or monitor implementation. No implementation checklists, observation rubrics, coaching tools, data analysis protocols, leadership training modules, or progress monitoring resources were found. However, the materials do provide educator-facing resources that support classroom implementation, such as lesson plans, instructional routines, pacing guidance, assessment directions, and lists of materials needed for instruction.

The materials do not provide instructional leaders with guidance for coaching educators or ensuring that the program is implemented consistently across classrooms. The materials lack a leadership-facing implementation road map, team-meeting protocols, monitoring tools, feedback resources, recorded model lessons, and professional development supports for campus or district leaders. However, educators do receive structured lessons, suggested schedules, teaching strategies, and assessment supports for delivering the program.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.

The materials do not present vocabulary in a comprehensive unit-level overview, but do provide educators with guidance to support concept development by outlining the background knowledge, vocabulary, and instructional focus needed to effectively teach each lesson. For example, in the scope and sequence of Teacher Resources of FONÉTICA Stage 1, the materials identify the sounds that students need to know and explain the difference between letters, stating, “La elle y la i griega o ye hacen el mismo sonido /y/.”

The materials do not present vocabulary in a comprehensive unit-level overview but do provide background content knowledge in Despegando hacia la lectura: FONÉTICA, módulo 1, unidad 1 under “Lenguaje oral,” “Vocabulario y lenguaje,” and “Conciencia fonológica.” The lesson helps students build their understanding through oral language, poetry, and discussion activities. For example, students build background knowledge through the poem “Un elefante” and discuss vocabulary and concepts related to elephants, spiders, and the meaning of words such as resistía. The lesson also helps students develop their understanding of spoken language structures through sentence segmentation, rhyming, and sound identification activities connected to /e/.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The materials contain examples of strategies and activities in Spanish that can support student learning and reinforce new reading skills at home, but they do not include the same examples in English. In FONÉTICA Stage 1, the materials provide guidance on reading practice that connects classroom instruction to home practice with students’ families. For instance, in the “Ideas para practicar la lectura” section, the materials state, “Envíe las oraciones a casa para que los estudiantes las practiquen con su familia.”

The materials provide limited indirect support for families through example sentences that may be sent home for additional student practice in Despegando hacia la lectura: FONÉTICA primera etapa, “Oraciones de práctica,” under “Ideas para practicar la lectura.” For instance, the instructions state, “Envíe las oraciones a casa para que los estudiantes las practiquen con su familia.” However, the materials do not include explicit family supports, guidance, or resources for each unit in English.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).

The materials contain comprehensive, structured, and detailed lesson plans in FONÉTICA Stage 1 that provide daily objectives, questions, tasks, and instructional assessments needed to support each lesson’s content and language standards. The materials include instructional assessments through the “Repaso de los módulos 1, 2 y 3,” which educators may use “como una prueba diagnóstica para informar la instrucción del módulo o como una herramienta para repasar las unidades al final del módulo.” The materials contain lesson tasks aligned with the objectives. For example, in módulo 1, unidad 1, students complete the “Lo veo y lo digo” activity to meet the stated goal: “Aprender la palabra de alta utilidad: no.” The lesson guidance also includes comprehension questions that support language proficiency through discussion and oral or written explanations. For example, the materials state, “Las preguntas de comprensión literal, inferencial y evaluativa en las notas didácticas de cada texto decodificable apoyan a los estudiantes a desarrollar su comprensión del texto.” However, the TEKS are not incorporated into the lesson plans.

The materials provide comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, and instructional assessments required to meet the lesson’s content and language standards. In Despegando hacia la lectura: FONÉTICA primera etapa, the “Metas” identify the objectives that students are expected to develop. For example, in módulo 1, unidad 3, the “Fonética” objectives require students to identify and connect the /i/ sound with the letter i, write uppercase and lowercase Ii, and write words containing i. The “Palabras de alta utilidad” objective requires students to review previously learned high-utility words and to learn the word ve. The materials include tasks aligned with these objectives through the “Lo veo y lo digo” activity. Students listen to the word, repeat it, identify its sounds, observe the educator write it, and practice by spelling it aloud, clapping as they hear the letters, writing it in the air and on the floor, and writing it several times. Lesson guidance also contains questions and oral language tasks under “Lenguaje oral” and “Vocabulario y lenguaje,” where students recite poems, discuss word meanings, identify rhymes and sounds, and respond orally to educator prompts. Instructional assessments are included in the “Repaso de los módulos 1, 2 y 3,” which may be used “como una prueba diagnóstica para informar la instrucción del módulo o como una herramienta para repasar las unidades al final del módulo.” However, the lesson plans do not explicitly identify or reference the TEKS.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.

The materials do not provide a lesson overview listing the educator and student materials needed to effectively deliver the lesson. The materials contain a table that organizes books by topic to support planning and text selection, and suggest timing for lesson delivery through a timetable. For example, under the topic “Los animales,” the table lists books such as Insectos, Calamar, Orugas asombrosas, Animales que necesitan lodo, and Mantenerse a salvo. The timetable also includes “Monday, TEXT 1, block 1, 30 minutes.”

The materials do not provide a lesson overview listing the educator and student materials needed to effectively deliver the lesson, but they do suggest timing for lesson delivery. For example, in Despegando hacia la lectura: FONÉTICA primera etapa, “Planificación de la enseñanza de la lectoescritura” organizes instruction into bloque 1, “Lenguaje oral”; bloque 2, “Conciencia fonológica y fonética”; bloque 3, “Fonética y escritura”; and bloque 4, “Consolidación de aprendizaje.” The materials also contain “Ejemplo de horario semanal” along with “Monday, TEXT 1, block 1, 30 minutes” and “Intervention and Review, 30 minutes.”

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

The materials provide guidance on how to select resources that align with student performance in Teacher Resources under “Planning Considerations: Optional Extra Instruction.” This guidance helps educators determine when students may need review, additional practice, reteaching, consolidation, or continued application of reading and writing skills. For instance, the materials “provide guidance for extended practice by scheduling an additional weekly session for missed content, reteaching, consolidation, and application of reading and writing skills.”

The materials provide guidance for extended practice through home reading activities in Despegando hacia la lectura: FONÉTICA primera etapa under “Oraciones de práctica.” This section supports additional reading practice beyond the lesson by directing educators to send practice sentences home for students to read with their families. For example, the materials state, “Envíe las oraciones a casa para que los estudiantes las practiquen con su familia.”

Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

FONÉTICA Stage 1 contains a variety of instructional assessments at the unit and lesson levels in Teacher Resources. In “Evaluación de la primera etapa,” the materials provide task sheets for students to complete and directions for educators to prepare the assessment materials. For instance, under “Hojas de tareas de evaluación,” the materials state, “Haga una copia de cada hoja de tareas de evaluación.” The assessment is designed to determine students’ readiness and identify areas of difficulty before instruction begins using multiple task types, such as identifying initial sounds using pictures, naming letter sounds, reading syllables, reading CVCV words, reading high-frequency words, and writing letters. The materials also include “Repaso del módulo,” which evaluates student learning at the end of each module and includes phonological awareness, letter–sound identification, syllable reading, word reading, high-frequency word reading, and writing tasks.

Despegando hacia la lectura: FONÉTICA contains diagnostic, formative, and summative assessments that evaluate foundational literacy skills and elements, including beginning sounds, letter sounds, syllable reading, high-frequency words, CVCV words, decoding, and letter writing. In “Primera etapa: tarea de evaluación,” students complete tasks such as “Sonidos iniciales,” “Sonidos de las letras,” “Lectura de sílabas,” “Palabras de alta utilidad,” and “Escritura de letras.” The materials also contain lesson-level formative checks through decodable text prompts such as “¿Cuál será un buen nombre para el perrito?” and “¿Qué hará Hugo?” The “Resumen de la evaluación” compiles student scores across tasks to document mastery.

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

The materials provide guidance for using reviews and stage assessments in Teacher Resources of FONÉTICA Stage 1 under “Descripción del programa.” This section explains that review activities may be used as assessment opportunities and that each stage includes a specific assessment to support placement or completion decisions. The materials include additional assessment guidance under “Evaluación de la primera etapa,” which outlines the assessment’s purpose, its tasks, when to discontinue it, and how to use the assessment summary. For example, under “Evaluaciones,” the materials state, “Los datos recopilados a través de la evaluación pueden informar la instrucción adicional para estudiantes o grupos de estudiantes.”

The materials define instructional assessments in Despegando hacia la lectura: FONÉTICA primera etapa under “Evaluaciones,” “Evaluación de la primera etapa,” and “Uso de la evaluación.” The materials explain that formal and informal assessments are used to inform instruction, identify student needs, provide additional practice or intervention, support placement, and determine mastery upon completing a stage. For instance, “Evaluación de la primera etapa” identifies skills and elements such as letter sounds, syllable identification, simple words, and high-frequency words. “Uso de la evaluación” clarifies that assessments are administered individually and include task sheets, recording sheets, and summary pages to help educators monitor performance and plan instruction.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

In Teacher Resources of FONÉTICA Stage 1, under “Evaluación de la primera etapa” and “Uso de la evaluación,” the materials provide educators with guidance to ensure that they consistently and accurately administer instructional assessments. The abovementioned sections contain administration instructions and resources for individual assessments such as task sheets, recording sheets, correct responses, and an assessment summary. For instance, the materials state, “Esta evaluación está diseñada para ser realizada individualmente, con el maestro y un estudiante a la vez sentados uno al lado del otro.” This guidance supports consistent and accurate administration of assessments across students.

In Despegando hacia la lectura: FONÉTICA primera etapa under “Uso de la evaluación,” “Hojas de registro de evaluación,” and “Resumen de la evaluación,” the materials provide guidance for educators to help them consistently and accurately administer instructional assessments. The materials explain that educators administer assessments individually, with the educator and student seated side by side. For example, “Uso de la evaluación” states, “Esta evaluación está diseñada para ser realizada individualmente, con el maestro y un estudiante a la vez sentados uno al lado del otro.” The materials also standardize administration and scoring by providing evaluation task sheets, recording sheets, and summaries. For instance, “Hojas de registro de evaluación” explains that each record includes “instrucciones sobre cómo administrar esa tarea de evaluación,” “un lugar para registrar las respuestas del estudiante,” and “un lugar para registrar el número de respuestas correctas.”

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

The materials provide diagnostic, formative, and summative assessments aligned with the TEKS and the objectives of the course, unit, or lesson. In Teacher Resources of FONÉTICA Stage 1, educators may use the “Repaso de los módulos 1, 2 y 3” as “una prueba diagnóstica para informar la instrucción del módulo o como una herramienta para repasar las unidades al final del módulo,” demonstrating its use as both a diagnostic assessment before instruction and a summative assessment after the modules. For example, the módulo 1 “Repaso” assesses rhyming, initial and final sounds, syllable identification, syllable writing, and high-utility words. Students identify whether words rhyme, recognize beginning and ending sounds, segment words into syllables, write dictated syllables, and read previously taught high-utility words. The materials also include formative assessments within daily instruction. For example, under “Fonética—Escríbelo,” the educator asks, “¿Qué puedo dibujar que comience con el sonido /i/?” and reviews students’ responses as they identify words beginning with /i/ and practice writing the letter i. The guidance directs educators to “Revise lo escrito,” allowing them to monitor students’ understanding of the lesson objectives and the aligned TEKS.

The materials provide diagnostic, formative, and summative assessments aligned with the TEKS and the objectives of the course, unit, or lesson. In Teacher Resources of FONÉTICA Stage 1, the module reviews may be used as diagnostic assessments before instruction or as summative assessments after instruction. For example, the módulo 2 “Repaso” assesses rhyming words, initial and final sounds, syllable segmentation, syllable writing, dictation, and previously taught high-utility words. Students determine whether words rhyme; identify beginning and ending sounds; segment words such as queso, culebra, and perro; write dictated syllables; complete a dictated sentence; and read high-utility words. The materials also include formative assessments within daily instruction. For example, in “Palabras de alta utilidad—Lo veo y lo digo,” students work toward the objective “Aprender la nueva palabra de alta utilidad: pega.” Students listen to and repeat the word, identify its sounds, observe as the educator models its spelling, connect each sound to a letter using sound boxes, and write the word several times. Educators are directed to “Revise lo escrito,” allowing them to monitor students’ progress toward the lesson objective and the aligned TEKS.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

The materials include TEKS-aligned assessment items at varying levels of complexity. In “Uso de la evaluación,” the stage assessment contains six sections that evaluate the skills and learning taught throughout the stage. The diagnostic, formative, and summative assessments measure TEKS-aligned skills and elements such as syllable identification, word reading, high-utility words, writing, morphology, dictation, segmentation, sound manipulation, and phonological awareness. The assessment items progress from foundational tasks, such as identifying sounds and syllables, to more complex ones like reading words, manipulating sounds, completing dictation, applying morphology, and writing.

The materials provide TEKS-aligned instructional assessment items at varying levels of complexity. For example, in “Evaluación de la primera etapa” and “Tareas de evaluación,” the materials explain that the assessment helps establish what students already know, stating, “La evaluación de la primera etapa puede ayudar a establecer lo que los estudiantes saben . . .” The assessment covers “sonidos de las letras,” “identificación de sílabas,” “palabras con sílabas simples,” “palabras de alta utilidad,” and “cómo escribir letras.” In the módulo 3 “Repaso,” students complete a variety of tasks to demonstrate learning from the module, including separating and blending syllables, adding final syllables, manipulating syllables, writing dictated syllables, completing dictation, reading high-utility words, and identifying the letter that represents the initial sound of a pictured word.

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

In Teacher Resources of FONÉTICA Stage 1, under “Evaluación de la primera etapa,” the materials guide educators on how to interpret student performance on assessments and reflect on levels of understanding and proficiency. The assessment summary helps educators review student performance by task and determine what each student knows or still needs to practice. The materials also provide scoring information to support educators in recording student responses. For example, the materials state, “Registre si el estudiante dice el sonido inicial correcto.” The materials also provide guidance under “Descripción del programa” and “Repaso del módulo,” where the module review helps educators identify which students are ready to move forward and which students require additional teaching, practice, or consolidation for particular skills.

The materials provide guidance for interpreting student performance through stage assessment results in Despegando hacia la lectura: FONÉTICA primera etapa under “Evaluación de la primera etapa.” For example, the program states, “La evaluación de la primera etapa puede ayudar a establecer lo que los estudiantes saben o si tienen alguna dificultad” with sounds, syllables, high-frequency words, and writing.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The materials do not provide guidance for using the included tasks and activities to respond to trends in student performance based on instructional assessments. While the materials suggest general next steps (such as using assessment data to inform additional instruction, allowing more time for practice, assessing students individually, or offering small-group support), they do not clearly identify which specific activities educators should use in response to particular assessment results. Therefore, the materials provide general instructional recommendations, but not targeted activity guidance based on student assessment performance.

The materials do not provide guidance for using the included tasks and activities to respond to trends in student performance. In Despegando hacia la lectura: FONÉTICA primera etapa, under “Evaluaciones,” the materials state, “Los datos recopilados a través de la evaluación pueden informar la instrucción adicional para estudiantes o grupos de estudiantes.” The materials also explain that students may receive “tiempo adicional para practicar la aplicación de los conocimientos y habilidades” and that instruction may occur “en grupos pequeños o individualmente con el maestro.” While the materials indicate that assessment results can help identify students who need additional instruction in sounds, syllables, high-frequency words, and writing, the guidance remains general and does not clearly identify which included tasks or activities educators should use to respond to specific student trends in assessment performance.

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

The materials do not provide tools for students to independently track their own progress and growth, but do include tools for educators to do so in Teacher Resources of FONÉTICA Stage 1 under “Evaluación de la primera etapa.” The materials include an assessment summary that allows educators to record what each student knows by task and then use that information to support instructional planning. The Teacher Resources also contain progress monitoring tools under “Repaso individual,” which contains a series of subsections where students are asked to complete specific tasks and educators can record their responses and scores by skill. For example, under “Dictado,” the materials instruct the educator to “Diga a los estudiantes que escriban estas palabras.”

The materials do not provide tools for students to independently track their own progress and growth. No student goal-setting forms, self-assessment tools, reflection logs, progress charts, or student tracking documents were identified. However, the materials do include tools for educators to track students’ progress and growth through evaluation records and summary forms. For example, the program provides “Hojas de registro de evaluación” for recording student responses and states, “El resumen de la evaluación está diseñado para que el maestro mantenga un resumen de lo que un estudiante sabe sobre cada tarea.” These tools allow educators to document and monitor student performance across literacy skills over time.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.

In Teacher Resources of FONÉTICA Stage 1, under “Planificación de la enseñanza de la lectoescritura,” “Descripción del programa,” and “Repaso del módulo,” the materials contain guidance for adjusting instruction and providing additional support based on student needs. The materials recommend reteaching, planning additional weekly support, and adjusting pacing when students need more practice. For example, the materials state, “Si es necesario, incluya un bloque adicional de 30 minutos para repasar o volver a enseñar cualquier contenido que necesiten los estudiantes, proporcionar instrucción adicional, o completar actividades de consolidación.” The materials also explain that educators may individually assess or provide small-group instruction to students who need additional support.

The materials provide educators with guidance for delivering differentiated instruction and additional support to students who have not yet demonstrated proficiency in Despegando hacia la lectura: FONÉTICA primera etapa. The instructional planning guidance explains that “La estructura del bloque semanal de alfabetización dependerá de las necesidades de aprendizaje de los estudiantes” and directs educators to consider “el número de estudiantes que necesitan apoyo adicional.” The materials also state, “Si es necesario, incluya un bloque adicional de 30 minutos para repasar o volver a enseñar cualquier contenido que necesiten los estudiantes, proporcionar instrucción adicional, o completar actividades de consolidación adicionales.”

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)

The materials contain pre-teaching or embedded supports for vocabulary and references in the text. The materials include a section called “Notas didácticas” in the decodable books. For example, in Lily and Pepe y Memo under “Palabras de alta utilidad,” the materials state, “Pídales a los estudiantes que lean las palabras de alta utilidad. Diga las palabras si es necesario. Los estudiantes pueden encontrar las palabras en el libro y las pueden escribir para ayudarles a recordarlas.” The materials also provide support in the “Fluidez” section, which states, “Durante la primera lectura, asegúrese que los estudiantes lean las palabras correctamente.”

The materials provide pre-teaching and embedded supports for unfamiliar vocabulary and references in Despegando hacia la lectura: FONÉTICA primera etapa. The materials contain explicit instruction for high-frequency words before students encounter them in reading, stating, “Las palabras de alta utilidad son esenciales y deben ser enseñadas de manera explícita. Se utilizan cajas de sonido y letra para facilitar esta instrucción.” The materials provide opportunities to practice words such as yo, ve, cama, and toma through routines that include reading, saying, hearing, and writing the words. The materials directly guide educators to “Busque una palabra o palabras en la rima para enseñarles explícitamente a sus estudiantes” and “Defina la palabra usando un lenguaje simple.” The materials provide guidance on vocabulary instruction under “Vocabulario y lenguaje,” stating, “Explique el significado de palabras desconocidas,” with examples such as “Curiosa quiere decir que quiere explorar y conocer algo nuevo,” “Inquieta quiere decir que no está quieta,” and “Un panal es la casita donde las abejas guardan su miel.”

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.

The materials provide specific prompts for advanced questioning during discussions, and lessons include activities or tasks such as higher-order thinking questions and real-world contexts within the lessons. For example, in FONÉTICA Stage 1, under “Mini-lecciones de conexiones interlingüísticas,” the materials state, “Para la extensión, lea una rima en inglés y pídales a los estudiantes que hablen sobre la rima.” The materials also provide discussion support, stating, “Puede usar marcos de oración para ayudar a los estudiantes a hablar sobre la rima.”

The materials explain how to enrich or extend instruction for students who have demonstrated proficiency in grade-level skills in Despegando hacia la lectura: FONÉTICA primera etapa. The materials provide instructional pacing guidance, stating, “La duración variará de una clase a otra y dependerá del ritmo de instrucción y los ajustes para satisfacer las necesidades de aprendizaje de los estudiantes.” The materials include extension activities, clarifying that, “Para la extensión, lea una rima en inglés y pídales a los estudiantes que hablen sobre la rima. Puede usar marcos de oración para ayudar a los estudiantes a hablar sobre la rima.” The materials also contain guidance for extending learning after mastery, stating, “Cuando los estudiantes dominen la escritura de la a minúscula, enseñe la A mayúscula,” and “Cuando los estudiantes dominen la escritura de la m minúscula, enseñe la M mayúscula.”

Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The materials provide explicit (direct) prompts to support educators in modeling and explaining a concept or skill. In FONÉTICA Stage 1, under módulo 1, unidad 2 and “Escribir la letra e,” the materials outline a routine for educators to model how to write lowercase e. For example, the materials state, “Demuestre cómo escribir la letra e minúscula y hable en voz alta cuando esté formando la letra.” The materials also direct the educator to say, “Voy a comenzar con una rayita que escribo de izquierda a derecha, y luego voy hacia arriba en curva y bajo para terminar.” This supports explicit modeling of letter formation, handwriting, and letter–sound correspondence.

The materials provide explicit (direct) prompts and educator scripts to support modeling and explaining new phonics, vocabulary, and language concepts in Despegando hacia la lectura: FONÉTICA primera etapa. For example, the materials direct educators to say, “La letra e hace el sonido /e/” and then to connect the sound to a familiar word by explaining, “La palabra elefante comienza con el sonido /e/.” The materials also provide scripted guidance for other letter–sound correspondences, including “Diga: La letra b produce el sonido /b/,” “Pregunte: ¿Qué puedo dibujar que comience con el sonido /b/ que hace la letra b?” and “Voy a escribir la palabra ballena.” Additional guidance directs educators to say, “La letra g produce el sonido suave /g/. Vamos a aprender una palabra nueva,” and then to “Enseñe la palabra gusta.” The materials also support explicit vocabulary modeling by directing educators to “Explique el significado de palabras desconocidas; por ejemplo, curiosa quiere decir que quiere explorar y conocer algo nuevo.”

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The materials provide guidance on various instructional approaches such as direct instruction, guided practice, and daily application in Teacher Resources of FONÉTICA Stage 1. Under “Actividades en cada unidad didáctica,” the materials integrate multiple literacy approaches, including oral language, vocabulary, alphabet and syllable review, phonological awareness, phonics, high-utility words, and consolidation. Under “Planificación de la enseñanza de la lectoescritura,” the materials provide guided practice through games and activities, reading decodable sentences, dictation, and daily reading of decodable texts. For example, in the table, the lesson is broken into bloque 1, “Lenguaje oral”; bloque 2, “Conciencia fonológica y fonética”; bloque 3, “Fonética y escritura”; and bloque 4, “Consolidar el aprendizaje,” with each block lasting 30 minutes.

The materials explain how to deliver lessons effectively using multiple instructional approaches in Despegando hacia la lectura: FONÉTICA primera etapa. The materials incorporate guidance through “Enseñanza en grupo” and “Enseñanza explícita en grupo” while also directing students to work “en pequeños grupos, en pareja o individualmente para consolidar su aprendizaje.” The materials further provide “práctica guiada usando una variedad de juegos y actividades,” along with phonological awareness, oral language, vocabulary, alphabet review, syllable practice, module reviews, and stage assessments. In addition, educators are advised that “La estructura del bloque semanal de alfabetización dependerá de las necesidades de aprendizaje de los estudiantes” and that they may need to “volver a enseñar a los estudiantes que necesitan más apoyo.”

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials provide instructional routines with clear headings and descriptions to help educators implement recommended structures, including whole-group, small-group, partner, and individual practice. In Teacher Resources of FONÉTICA Stage 1, under “Planificación de la enseñanza de la lectoescritura” and “Lectura de libros decodificables,” the materials specify instructional structures for teaching and consolidating learning. For example, the materials state that after completing the units in each module, students should dedicate “15 minutos al día” to reading decodable texts, and that this can be done “en grupos pequeños, con un compañero o con el maestro.” The materials also help educators model reading before students read, both with support and independently.

The materials support multiple types of practice and provide guidance on varied instructional structures in Despegando hacia la lectura: FONÉTICA primera etapa. Under bloque 4, “Consolidar el aprendizaje,” the materials explain that “Los estudiantes practican y aplican nuevos aprendizajes y desarrollan fluidez. Trabajan en pequeños grupos, en pareja o individualmente, para consolidar su aprendizaje.” The materials also provide “práctica guiada usando una variedad de juegos y actividades,” “lectura de oraciones decodificables,” and “dictado.” Under “Lectura de libros decodificables,” the materials state that reading “se puede hacer en grupos pequeños, con un compañero o con el maestro,” and direct educators to “Modele cómo leer uno de los textos antes de que los estudiantes lo lean con usted, y luego de forma independiente.”

Evaluation for 3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The materials do not provide full implementation guidance to help educators use them effectively in state-approved bilingual/ESL programs. However, the materials do include interlinguistic connections in Teacher Resources. For example, the materials state that “la unidad proporciona a los maestros de diversos programas bilingües una lección sobre las conexiones interlingüísticas.” The materials also explain that “en cada unidad se informa al maestro si un sonido específico en español se transfiere o no al inglés.”

The materials do not provide explicit implementation guidance for using the materials within a state-approved bilingual program. However, Teacher Resources of FONÉTICA Stage 1 contains guidance that supports bilingual instruction through interlinguistic connections between Spanish and English. Under “Conexiones interlingüísticas,” the materials state, “Las mini-lecciones de las conexiones interlingüísticas ayudan a los estudiantes a comprender los sonidos que son iguales en español e inglés.”

Evaluation for 3.3b
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The materials contain embedded guidance and targeted strategies to support emergent bilingual (EB) students in developing academic vocabulary, comprehension, background knowledge, and cross-linguistic connections in Despegando hacia la lectura: FONÉTICA primera etapa. Under “Vocabulario y lenguaje,” educators explain unfamiliar vocabulary using student-friendly definitions, such as “Tuna es una fruta que tiene una cáscara gruesa y espinosa.” Educators support understanding through oral discussion. In “Lenguaje oral—Dilo,” educators read the rhyme aloud, have students repeat it, and focus on the /u/ sound to help students develop oral language and comprehension. The materials also support Spanish–English transfer through “Conexiones interlingüísticas,” explaining, “La Oo en español no tiene el mismo sonido que la Oo en inglés.” In Teacher Resources of FONÉTICA Stage 1, under “Descripción del programa” and “Planificación de la enseñanza de la lectoescritura,” educators are guided to compare words in English and Spanish and call attention to cognates. For example, the “Compare cognates” section states, “The words tigre in Spanish and tiger in English are cognates because they look similar, sound similar, and have the same meaning in both languages,” and asks, “Can you find other cognates on the list?” using examples such as tomate/tomato and televisión/television. However, the materials do not provide educators with explicit guidance for activating students’ prior experiences or building background knowledge through targeted prompts, discussion questions, or activities before reading.

The materials contain embedded guidance for educators to support EB students through oral language development, vocabulary instruction, and cross-linguistic connections in Teacher Resources of FONÉTICA Stage 1. Educators are directed to “Explique el significado de palabras nuevas” and “Explique el significado de palabras desconocidas” while also ensuring that students respond in complete sentences during discussions. For example, the materials state, “Hable sobre la rima con los estudiantes, asegurándose que respondan en oraciones completas,” supporting vocabulary development, oral discourse, and comprehension. The materials also promote Spanish–English connections through explicit guidance such as “La Ee en español no tiene el mismo sonido que la Ee en inglés.” However, while students write letters, words, and dictated sentences, these activities primarily focus on phonics and encoding, rather than using written discourse to develop vocabulary, deepen comprehension, activate background knowledge, or make cross-linguistic connections.

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.

The materials contain biliteracy strategies that support EB students in developing literacy skills in both languages, such as cross-linguistic connections, cognates, and side-by-side English and Spanish word comparisons. For example, in Teacher Resources of FONÉTICA Stage 1, under unidad 1, “Bb /b/,” the materials state that the goal is “to understand that the letter b /b/ sound in Spanish is the same as the letter b /b/ sound in English.” The materials provide side-by-side word examples in Spanish and English such as ballena, burro, beso, bolsa, botón, and bicicleta alongside ball, bus, bell, banana, bicycle, and button. The materials also include a “Compare cognates” section where educators are directed to say, “The words bicicleta in Spanish and bicycle in English are cognates because they look similar, sound similar, and have the same meaning in both languages.”

Despegando hacia la lectura: FONÉTICA primera etapa provides explicit “Conexiones interlingüísticas” lessons that promote metalinguistic transfer by guiding students to compare sounds, letter–sound correspondences, and cognates across Spanish and English. For example, students compare Spanish words such as ballena, burro, and bicicleta with English words such as ball, bus, and bicycle. The materials explain that bicicleta and bicycle are cognates because they “look similar, sound similar, and have the same meaning in both languages.” Students also compare cognates such as pirata/pirate, león/lion, tigre/tiger, tomate/tomato, televisión/television, and dentista/dentist to recognize similarities in spelling, pronunciation, and meaning. The materials further support transfer by comparing sounds that function similarly in both languages, such as /p/, /l/, /t/, and /d/, and by identifying differences in sound–spelling relationships. For example, the materials state, “El sonido de la Zz /s/ en español es diferente que el de la Zz /z/ en inglés” and “La Ii en español no tiene el mismo sonido que la Ii en inglés.”

Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.

The materials contain systematic and sequenced instruction in phonics sound–symbol correspondence skills in FONÉTICA Stage 1. The scope and sequence introduces one sound–spelling correspondence at a time, connects each sound to its corresponding letter, provides syllable practice, and then requires students to apply the pattern in high-utility words and decodable text. Instruction begins with the vowel sounds /a/, /e/, /i/, /o/, and /u/ before progressing to consonants such as m, s, p, and l. Later modules introduce additional consonants and more complex correspondences such as c /k/ and /s/; r /r/; rr /rr/; q /k/; g /g/ and /j/; v /b/; j /j/; ll /y/; h muda; y /y/; and z /s/. For example, module 1 moves from a /a/ to m /m/ and then asks students to combine m with vowels to form ma, me, mi, mo, and mu. Module 3 later introduces g /g/ in syllables such as ga, gue, gui, go, and gu and g /j/ in ge and gi. Each module concludes with a review of previously taught sounds, letters, syllables, and high-utility words.

The materials provide systematic and sequenced instruction of phonics sound–symbol correspondence skills. For example, Despegando hacia la lectura: FONÉTICA primera etapa states that the program “se presenta en una forma sistemática y sigue una secuencia tradicional.” “Alcance y secuencia” begins with a, e, i, o, and u and progresses to ma, me, mi, mo, and mu; sa, se, si, so, and su; and la, le, li, lo, and lu. The materials also include the sound–symbol correspondences Tt /t/, Dd /d/, Nn /n/, Cc /k/, Cc /s/, Ff /f/, Rr /r/, rr /rr/, and Qq /k/. Students identify /e/ in elote, estrella, and escoba and identify the sound at the end of Chile and dulce.

Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.

The materials provide opportunities for explicit (direct) and intentional ongoing practice in phonics (sound–symbol correspondence) skills, both in isolation and through decodable texts in FONÉTICA Stage 1. For example, in módulo 1, unidad 8, the educator explicitly introduces p /p/ by saying that the letter p represents the /p/ sound, models how to write uppercase and lowercase Pp, and guides students to combine p with vowels to form pa, pe, pi, po, and pu. Students practice the correspondence in isolation by reading and writing syllables and words containing p, using sound boxes with the high-utility word pega, combining sounds, identifying alliteration, separating and joining syllables, and substituting syllables to create new words. The lesson also includes ongoing review through “Repaso del alfabeto” and “Repaso de las sílabas,” where students revisit previously taught sounds, letters, and syllable patterns. Students then apply the targeted correspondence through reading and writing activities under “Aprendizaje consolidado,” including dictation, sentence practice, and decodable text reading.

The materials provide opportunities for explicit (direct) and intentional ongoing practice for phonics (sound–symbol correspondence) skills, both in isolation and through decodable texts. For example, in unidad 6, the materials include syllable practice in isolation with the sound–symbol correspondence m and the syllables ma, me, mi, mo, and mu. The materials also provide opportunities for explicit practice with the sound–symbol correspondence for i through the words iglú, imán, isla, idea, and insecto as well as the activities “Encontrar la letra i” and “Yo espío.” The materials provide opportunities for intentional ongoing practice through decodable texts, including Lili, Pepe y Memo, El mapa, El gato, ¡Mira!, and ¡Para! The materials also provide opportunities for continued practice of targeted phonics patterns through El monzón for /au/ and Serpientes que cazan for /oi/ as well as cumulative practice through “Repaso” lessons with Las cuevas and Plantas que lastiman.

Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.

The materials provide opportunities for daily explicit phonics instruction with educator modeling in FONÉTICA Stage 1. For example, lesson 9 focuses on the sound–symbol correspondence q /k/. The educator first models the target sound through the rhyme “El coquí” and directs students to listen for and repeat the /k/ sound. Under “Conciencia fonológica,” the educator explicitly models how to combine sounds to form syllables, identify rhyming words, separate and count syllables, join syllables to form words, and substitute the initial syllable to create a new word. The materials contain scripted prompts such as “Diga el sonido de cada letra” and direct students to repeat the sounds and combine them to form syllables. The materials also include “Repaso del alfabeto” and “Repaso de las sílabas” where the educator reviews previously taught sounds, letters, and syllable patterns before students apply their skills.

The materials provide daily lessons with phonics instruction and educator modeling. For example, in Despegando hacia la lectura: FONÉTICA primera etapa, módulo 1, unidad 1 includes the word ala. In “Fonética—Conectar letra y sonido,” the educator explains, “La letra a hace el sonido /a/,” using ardilla, abeja, araña, árbol, and avión. In “Escribir palabras,” the educator models the word ala by identifying /a/ /l/ /a/, connecting each sound to its corresponding letter, and blending the sounds to form the word. The materials also direct the educator to say, “La palabra oveja comienza con el sonido /o/,” and then guide students in identifying /o/ at the beginning, middle, and end of oso, oveja, ojo, oruga, and momento. The “Fonética” section directs educators to “conectar el sonido con las letras” and “conectar los sonidos de las consonantes con las vocales para formar sílabas.” The “Palabras de alta utilidad” section provides explicit instruction using “cajas de sonido y letra.”

Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.

The materials provide daily opportunities for explicit guided instruction as well as for immediate and corrective feedback in FONÉTICA Stage 1. For example, in módulo 2, unidad 7, the educator introduces rr /rr/ by saying, “La letra rr produce el sonido /rr/,” then displaying the letter and image card, modeling how to write lowercase rr, and guiding students to combine the pattern with vowels to form syllables such as rra, rre, rri, rro, and rru. For immediate feedback, students practice writing the target pattern and words, and the educator is directed to “Revise lo escrito,” allowing errors to be identified and addressed during the lesson. However, the materials do not provide guidance for corrective feedback.

The materials provide daily opportunities for explicit guided instruction as well as help for giving immediate feedback, but do not contain guidance for giving corrective feedback. For example, in Despegando hacia la lectura: FONÉTICA primera etapa, módulo 1, unidad 1 contains guided instruction as the educator models how to connect the letter a to the sound /a/, demonstrates how to form the letter, and helps students identify and write words that begin with the target sound. The materials also provide opportunities for guided practice through “Combinar sonidos,” “Aliteración,” “Separar y contar sílabas,” and “Unir sílabas.” Educators are directed to “Diga el sonido de cada letra” and “Pídales a los estudiantes que repitan los sonidos y los combinen para decir una sílaba.” The materials provide guidance for giving immediate feedback under “Revise lo escrito.”

Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.

The materials contain multiple opportunities for students to practice their phonics skills through collaborative learning and independent practice within the same daily lesson in FONÉTICA Stage 1. In módulo 2, unidad 5, a collaborative learning opportunity appears under “Hacer un cartel,” where students work “en grupos pequeños” to draw objects containing the target syllables ce /se/ and ci /si/, share their drawings, and orally produce a sentence about the object such as “Me comí cinco dulces.” A second collaborative opportunity occurs during “Dictado,” when students may “trabajar con un compañero y dictarse la oración,” allowing them to practice listening for sounds, connecting sounds to letters, and checking the written sentence together. The lesson also includes two opportunities for independent practice. Under “Escribir palabras,” students segment and independently write words containing the target sound–spelling correspondence (including cena, foca, and fila) and practice writing them several times. In “Léelo,” students independently read previously learned syllables, apply the patterns in practice sentences, and read the decodable text. Students also practice the high-utility word sube by spelling it aloud, writing it in the air and on the floor, and then writing it several times.

The materials provide daily lessons with a variety of opportunities for students to practice their phonics skills through collaborative learning and independent practice. For example, in Despegando hacia la lectura: FONÉTICA primera etapa, módulo 1, unidad 1 incorporates phonics practice through “Escribir palabras,” “Léelo,” “Dictado,” “Separar y contar sílabas,” “Unir sílabas,” and “Comprando sílabas.” The materials provide opportunities for collaborative learning as students identify words that begin with the target sounds, respond to educators’ prompts, share examples and objects with the class, participate in “conversaciones en grupo,” and read decodable texts “en grupos pequeños, con un compañero o con el maestro.” The materials provide opportunities for independent practice as students form uppercase and lowercase a; segment and write words such as ala; complete “Escribir palabras,” “Léelo,” and “Dictado”; and reread decodable texts “de forma independiente.” Students also “practiquen otras actividades de consolidación.”

Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.

The materials contain activities for phonics review and practice throughout FONÉTICA Stage 1. For example, “Primera etapa: alcance y secuencia” in module 1 begins with the vowels a, e, i, o, and u before introducing m, s, p, and l. In addition, the “Repaso” section combines all previously taught letters, sounds, syllables, and high-utility words such as ma, me, mi, mo, and mu; sa, se, si, so, and su; pa, pe, pi, po, and pu; la, le, li, lo, and lu; no; y; ve; cama; toma; mira; gato; pega; and para. The materials continue this cumulative sequence in module 2 by introducing t, d, n, c, f, r, rr, and q while incorporating previously taught correspondences and syllables. For example, in módulo 1, unidad 6, the materials introduce s /s/ while reviewing earlier letters and syllables through “Repaso del alfabeto” and “Repaso de las sílabas.” In módulo 1, unidad 8, students learn p /p/ and continue using familiar instructional routines such as combining sounds, separating and joining syllables, manipulating syllables, and using sound boxes to map the sounds in the high-utility word pega to letters. The cumulative review continues in módulo 2, unidad 1, where the materials introduce d /d/ while again reviewing the alphabet and syllables from earlier lessons and using sound boxes with the word jala. The materials also provide opportunities for students to practice previously learned patterns through dictation, reading, writing, rhyming, syllable manipulation, and decodable text activities.

The materials contain activities for the cumulative review and practice of phonics throughout the curriculum. For example, each unit includes a consolidation component for students to practice previously learned sounds and letters as well as read words and sentences, and each module reviews previously taught units. In módulo 3, the “Repaso” section reviews /t/, /d/, /n/, /k/, /s/, /f/, /r/, and /rr/ as well as their corresponding graphemes and syllables. The “Repaso del módulo” identifies content that requires additional “enseñanza, práctica y consolidación,” while other students continue with “actividades de consolidación proporcionadas.” The “Repaso del alfabeto y las sílabas” directs students to “repasar y practicar” previously taught letters, sounds, and syllables. In the módulo 1 “Repaso,” students review “Rimas,” “Sonido inicial,” “Sonido final,” and “Sílabas,” complete the phonics dictation “Escuchen y escriban las sílabas que les voy a dictar,” practice “Palabras de alta utilidad,” and identify “la letra que hace el sonido inicial de la palabra.”

Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.

The materials contain practice opportunities that use only phonics skills explicitly taught in FONÉTICA Stage 1. The materials introduce and model each target sound–spelling correspondence before students apply their skills in phonological awareness, reading, and writing activities. For example, in módulo 1, unidad 3, educators are directed to connect the target vowel sound with its corresponding letter, model how to form lowercase and uppercase letters, and guide students in writing words containing that correspondence. The materials also provide opportunities for students to apply previously taught skills by identifying the sounds at the beginning, middle, and end of a word; writing the high-utility word ve using sound boxes; and completing letter-finding and writing activities in the “Aprendizaje consolidado” section. The materials also incorporate cumulative review of previously taught vowels in the “Repaso del alfabeto” section, reinforcing only phonics skills that have been introduced.

The materials provide opportunities to practice previously taught phonics skills. For example, Despegando hacia la lectura: FONÉTICA primera etapa teaches Tt /t/ and ta, te, ti, to, and tu before students practice the same sound–letter correspondence and syllables in aligned words and decodable texts. In módulo 1, unidad 1, students are explicitly taught Aa /a/ in “Conectar letra y sonido” before identifying words that begin with /a/, writing Aa, writing ala, locating a in a rhyme, and drawing objects that begin with /a/. Students are also taught to “Identificar y conectar el sonido /u/ con la letra u” before identifying the sound “al principio, al final y en medio de las palabras” and completing “Escribir palabras con la u.” “Alcance y secuencia” specifies that decodable texts contain “palabras con correspondencias letra-sonido recién enseñadas.”

Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.

The materials contain decodable texts that provide cumulative practice with phonics skills explicitly taught in FONÉTICA Stage 1. The materials organize the decodable text sequence by module so that each set of books incorporates newly introduced sound–spelling correspondences while continuing to include patterns taught in previous units. For example, the module 1 decodable texts use the previously taught letters a, e, i, o, u, m, s, p, and l in books such as Lili, Pepe y Memo, El mapa, El gato, and ¡Pega, Pepe! The materials include “Notas didácticas” that direct educators to review previously taught phonics skills and high-utility words before reading. The materials then provide opportunities for students to review letters and sounds; read decodable content words such as Lili, Pepe, Memo, and el; and combine syllables and sounds to decode unfamiliar words during reading. The guidance also states, “Ustedes ya pueden leer todas las palabras de este libro,” confirming that the text contains only sound–spelling patterns that students have already learned.

The materials contain decodable texts that incorporate cumulative practice of phonics skills explicitly taught in FONÉTICA Stage 1. The materials introduce individual letter–sound correspondences and syllables across units 1–9 before students revisit previously taught patterns in the “Repaso” lesson and apply them in the “Diez libros decodificables.” For example, the module 1 “Libros decodificables” align each text to the sound–spelling correspondences and high-utility words taught in the preceding units. The materials use Lili and Pepe y Memo to reinforce the correspondences of a, e, i, o, u, m, s, p, and l; El mapa to provide cumulative practice of previously taught letters and words; and El gato to reinforce words such as gato and cama. The materials also introduce the /s/ sound and the syllables sa, se, si, so, and su before students apply these correspondences in connected reading and writing activities.

Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.

The materials contain an instructional phonics focus with opportunities for practice, both in isolation and in decodable connected text in FONÉTICA Stage 1. For example, in módulo 1, unidad 4, the lesson focuses on connecting the letter o with the /o/ sound. For practice in isolation, students identify the target sound, model and repeatedly write uppercase and lowercase Oo, segment and write words containing o, and use sound boxes to map the sounds in the high-utility word cama to their corresponding letters. Students also identify /o/ at the beginning, middle, and end of words and review previously taught vowel sounds under “Repaso del alfabeto.” For practice in connected text, students apply the previously taught letter–sound correspondences in the module’s aligned decodable books, which include words composed of the sound–spelling patterns introduced in current and past lessons.

The materials contain lessons with an instructional phonics focus and opportunities for practice, both in isolation and in decodable connected text. For example, Despegando hacia la lectura: FONÉTICA primera etapa includes an instructional focus on /e/. Students practice the skill in isolation by identifying the initial and final sounds in elote, estrella, ella, escoba, viaje, and leche; segmenting sentences; and identifying rhyming words. Students apply the same skill in connected text through the rhyme “Un elefante.” In módulo 2, unidad 7, the materials have an instructional focus on r /r/. Students engage in isolated practice using ra, re, ri, ro, and ru; identify rhymes; count and manipulate syllables; and read and write rosa and rana. Students apply the skill in connected text through “Léelo.” In módulo 1, unidad 9, the materials have an instructional focus on q /k/. Students practice que and qui; identify rhymes; count and manipulate syllables; and read and write queso and quita before applying the skill through “Léelo” and “Libros para leer.”

Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.

The materials provide a variety of developmentally appropriate assessment tools in FONÉTICA Stage 1 that move from simple oral tasks to more complex reading and writing applications. The assessment overview explains that the evaluation introduces “las vocales, consonantes, dígrafos y se enfoca en la combinación de palabras con sílabas simples.” In addition, the evaluation may be used “para establecer lo que los estudiantes saben o si tienen alguna dificultad” with letter sounds, syllable identification, simple-syllable words, high-utility words, and letter-writing. One assessment tool uses picture-supported oral tasks under “Sonidos iniciales,” enabling students to identify beginning sounds without first having to read connected text. The materials provide a second tool that assesses letter–sound recognition through the direction to “Pídale al estudiante que diga el sonido de cada letra,” while later tasks require students to read syllables, read simple CVCV words, identify high-utility words, and write letters from dictated sounds. The assessment sequence covers six tasks: “Sonidos iniciales,” “Sonidos de las letras,” “Lectura de sílabas,” “Palabras de sílabas simples consonante-vocal-consonante-vocal,” “Palabras de alta utilidad,” and “Escritura de letras.” This shows a progression from listening and oral identification to decoding and encoding. The materials also state, “Descontinúe el proceso de evaluación si el estudiante comete cinco o más errores.” This prevents students from continuing with tasks that exceed their current level of development. The “Resumen de la evaluación” records performance across all six tasks and helps the educator “planificar cualquier enseñanza individual o en grupos pequeños que se requiera,” making the tools appropriate for identifying student needs and adjusting instruction.

The materials include a variety of developmentally appropriate assessment tools. For example, Despegando hacia la lectura: FONÉTICA primera etapa and the Teacher Resources manual assess grade K students on skills presented in order of increasing difficulty: “sonidos iniciales,” “letras,” “lectura de sílabas,” “palabras CVCV,” “palabras de uso frecuente,” and “escritura de letras.” The materials contain “hojas de tareas individuales,” “registros de evaluación,” and a “resumen de evaluación” that records “comentarios,” “puntajes de cada tarea,” and a “puntaje acumulativo.” The administration guidance directs educators to discontinue the assessment when a student makes “cinco o más errores” or “parece frustrado.”

Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.

The materials contain progress monitoring tools that systematically and accurately measure students’ acquisition of phonics skills in FONÉTICA Stage 1. The “Hoja de registro de la tarea de evaluación 4: palabras CVCV” provides a consistent procedure for assessing students’ ability to decode words using previously taught consonant-vowel patterns. The directions state, “Pídale que lea las palabras” and “Registre si el estudiante lee la palabra correctamente, el intento que hace si no puede leer la palabra y su análisis del intento del estudiante.” This structure allows the educator to record whether each response is correct, document the student’s exact attempt, and analyze the type of decoding error rather than relying only on a total score. Students read a controlled list of 14 CVCV words (mesa, casa, foto, pica, roca, cuna, lata, carro, dedo, tubo, humo, yate, llave, zorro) that samples previously taught consonants, vowels, digraphs, and syllable patterns. The corresponding record sheet includes the columns “Correcta,” “Respuesta,” and “Análisis,” along with a total score out of 14, supporting systematic administration and accurate documentation of student performance.

The materials contain progress monitoring tools that systematically and accurately measure students’ acquisition of grade-level phonics skills. For example, Despegando hacia la lectura: FONÉTICA primera etapa includes six assessment tasks: “Sonidos iniciales,” “Sonidos de las letras,” “Lectura de sílabas,” “Palabras de sílabas simples consonante-vocal-consonante-vocal” (CVCV), “Palabras de alta utilidad,” and “Escritura de letras.” The “Resumen de la evaluación” records performance across these tasks through “puntajes de cada tarea,” “comentarios,” and a “total acumulativo.” Educators also record individual student responses, and the administration guidance directs them to discontinue the assessment after “cinco o más errores” or when the student “parece frustrado.”

Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.

The materials provide opportunities for assessment across FONÉTICA Stage 1 that align with the program’s progress monitoring tools. Assessments can be administered at different points as students move through the stage. The evaluation contains six tasks that measure progressively taught skills: “Sonidos iniciales,” “Sonidos de las letras,” “Lectura de sílabas,” “Palabras CVCV,” “Palabras de alta utilidad,” and “Escritura de letras.” For example, the “Hoja de registro de la tarea de evaluación 4: palabras CVCV” measures students’ decoding of words such as mesa, casa, foto, carro, llave, and zorro. The educator records whether each word is correct, the student’s response, and an analysis of the attempt. The “Resumen de la evaluación” combines results from all six tasks and is designed to help the educator maintain a record of what each student knows and plan “cualquier enseñanza individual o en grupos pequeños que se requiera.” Because the task sheets may be reused “tantas veces como sea necesario,” educators can administer the assessments after instruction; compare results over time; and monitor continued growth in letter sounds, syllable reading, word decoding, high-utility words, and encoding.

The materials provide assessment opportunities across the span of the school year aligned with progress monitoring tools. For example, Despegando hacia la lectura: FONÉTICA primera etapa includes a “Repaso del módulo” after each module to evaluate mastery of completed content, identify students who need additional support, and determine readiness for the next module. The materials also state, “Una evaluación de etapa se puede utilizar de dos maneras: se puede usar para ubicar a los estudiantes en el programa, o se puede usar al final de una etapa para evaluar al estudiante para pasarlo a la siguiente etapa del programa.” The materials state that “las evaluaciones formales e informales son importantes” and include six individual evaluation tasks for “Sonidos iniciales,” “Sonidos de las letras,” “Lectura de sílabas,” “Palabras CVCV,” “Palabras de alta utilidad,” and “Escritura de letras.” Each task includes an evaluation record for documenting student responses and correct answers, and the “Resumen de la evaluación” records performance across tasks to support instructional planning for individual students or small groups.

Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.

The materials contain a data-management tool in FONÉTICA Stage 1 that allows educators to track individual student performance on targeted phonological awareness and phonics skills. The “Hoja de registro de la tarea de evaluación 1: sonidos iniciales” is organized as a table with spaces for the student’s name, age, and assessment date. Educators record performance across four rows of initial sounds, with subtotals for each row and a total score out of 26. The directions state, “Registre la respuesta del estudiante en la hoja de registro” and instruct the educator to assign one point for each correct initial sound.

The materials provide data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction. For example, Despegando hacia la lectura: FONÉTICA primera etapa states, “Hay un registro de evaluación para cada tarea de evaluación,” and each record includes “un lugar para registrar las respuestas del estudiante” and “un lugar para registrar el número de respuestas correctas.” The assessment records document individual performance in “sonidos de las letras,” “lectura de sílabas,” “lectura de palabras CVCV,” and “palabras de alta utilidad.” The materials explain that the “resumen de la evaluación está diseñado para que el maestro mantenga un resumen de lo que un estudiante sabe sobre cada tarea” and that it “proporcionará información para ayudarlo a planificar cualquier enseñanza individual o en grupos pequeños que se requiera.” The “Repaso del módulo” identifies “a los estudiantes que están listos para avanzar al siguiente módulo del programa.”

Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.

The materials do not provide a whole-class data-management tool that allows educators to compile, compare, or analyze assessment results for an entire class. The materials contain individual “Hojas de registro de evaluación” and an individual “Resumen de la evaluación” for documenting each student’s scores, responses, and instructional needs. However, no class roster, classwide data table, grouping chart, or summary report was found that organizes results across multiple students to support whole-class instructional planning.

The materials do not contain data management tools for tracking whole-class student progress to analyze patterns and student needs. For example, Despegando hacia la lectura: FONÉTICA primera etapa provides assessment records and summaries for individual students and states, “Los resultados de cada estudiante se registran en el resumen de la evaluación.” However, the materials do not include whole-class tracking charts, grouping reports, visual summaries, or tools for analyzing classwide phonics patterns and common student needs.

Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.

The materials do not provide specific guidance for determining the frequency of progress monitoring based on individual students’ strengths and needs. The assessment guidance states that the task sheets may be used “tantas veces como sea necesario” and that assessment results can help educators plan “cualquier enseñanza individual o en grupos pequeños que se requiera.” However, the materials do not contain recommended monitoring intervals, performance-based decision rules, or guidance explaining how often students should be reassessed based on their level of mastery or identified areas of need.

The materials do not provide specific guidance for determining the frequency of progress monitoring based on students’ strengths and needs. For example, Despegando hacia la lectura: FONÉTICA primera etapa states, “El repaso del módulo identifica a los estudiantes que están listos para avanzar al siguiente módulo del programa,” but does not specify how often these students should be reassessed or monitored. The materials also explain that, “Los estudiantes que necesiten más apoyo pueden ser evaluados individualmente,” but do not clarify how often these students should be monitored, reassessed, or reviewed based on their needs.

Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.

The materials do not provide specific guidance on how to use progress monitoring data to accelerate learning toward mastery of identified concepts. Educators can use the assessment summaries to help plan “cualquier enseñanza individual o en grupos pequeños que se requiera.” The planning guidance suggests reteaching content, providing additional instruction, and using consolidation activities when students need support. However, the materials do not contain data-based decision rules, targeted instructional pathways, mastery thresholds, or specific accelerated-learning strategies connected to students’ assessment results.

The materials do not provide guidance on how to accelerate learning based on progress monitoring data to reach mastery of specific concepts. For example, Despegando hacia la lectura: FONÉTICA primera etapa states, “Este repaso puede alertar al maestro sobre el contenido que necesita más enseñanza, práctica y consolidación,” but does not link specific assessment results to particular lessons, interventions, reteaching plans, or acceleration activities.

Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)

The materials provide explicit instructions for developing oral language and oracy through educator modeling and guided practice. For example, the materials include oral language in módulo 1, unidad 1, which directs the educator, “Lea la rima e invite a los estudiantes a repetir después de usted.” Another oral language example directs the educator to read “El pollo” aloud, emphasize /p/, and guide students to repeat the rhyme and clap when they hear words containing /p/. Students also develop oral language through “Separar y contar sílabas” and “Unir sílabas” by repeating, segmenting, and blending spoken syllables. An oracy example instructs the educator to “Discuta la canción, asegurándose que los estudiantes respondan en oraciones completas.” Another oracy example states, “Diga la oración y pídales a los estudiantes que expliquen con qué sonido comienzan muchas de las palabras.”

The materials contain systematic instructions for developing oral language and oracy through recurring routines that build across lessons. For example, the materials include oral language in “Descripción del programa,” which explains that “El uso de rimas, poemas, canciones, trabalenguas y adivinanzas desarrolla el lenguaje oral de los estudiantes” and “Se sugiere compartir las rimas de las lecciones mediante lecturas en voz alta, animando a los estudiantes a participar en la lectura junto con el maestro.” The materials provide another oral language example in the recurring “Repaso del alfabeto” routine, which directs educators to “diga los sonidos y nombres de las letras del alfabeto usando las tarjetas del alfabeto”; “introduzca la canción del alfabeto”; tell students, “Acompáñenme a cantar la canción”; and “practiquen diciendo la vocal a.”

Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)

The materials provide opportunities for students to engage in social and academic communication for different purposes and audiences. For example, in “Hacer un cartel,” módulo 2, unidad 5 states, “En grupos pequeños, los estudiantes pueden dibujar objetos que tienen las sílabas ce /se/ y ci /si/. Después, los estudiantes comparten sus dibujos y dicen una oración sobre los objetos que dibujaron.” In “Oraciones de práctica,” the materials instruct the educator, “Pida a los estudiantes que las lean en voz alta, de manera individual, en parejas o en grupo,” “Fomentar la lectura fluida: invite a los estudiantes a practicar la lectura fluida utilizando el fraseo y la expresión adecuada al leer las oraciones,” and “Envíe las oraciones a casa para que los estudiantes las practiquen con su familia.”

The materials provide opportunities for students to engage in academic and social communication for different purposes and audiences. For example, in Despegando hacia la lectura: FONÉTICA primera etapa, módulo 2, unidad 5, “Lenguaje oral—Dilo” includes the rhyme Sol, solecito and directs the educator to “invite a los estudiantes a repetir después de usted.” The “Vocabulario y lenguaje” activity contains a discussion of why lunes is written with a capital letter at the beginning of a sentence. In “Conciencia fonológica—Escúchalo,” students participate in “Combinar sonidos,” “Aliteración,” “Separar y contar sílabas,” and “Unir sílabas.” The educator instructs students to “repitan y expliquen con qué sonido comienzan muchas de las palabras.” Students also read aloud “individualmente,” “con un compañero,” “en grupos pequeños,” and “con miembros de la familia,” and participate in oral blending, dictation, reading practice sentences, and sharing and discussing their drawings in small groups.

Evaluation for 5.B.1c
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)

The materials do not provide authentic opportunities in Spanish for students to ask questions to understand information, but do contain opportunities for students to listen actively, engage in discussion, and share information and ideas. For example, “Descripción del programa” states, “Los alumnos desarrollan la comprensión auditiva cuando escuchan literatura, cantos y rimas, y comprenden el significado de lo que oyen.” The materials also explain, “Las preguntas de comprensión literal, inferencial y evaluativa en las notas didácticas de cada texto decodificable apoyan a los estudiantes a desarrollar su comprensión del texto.”

The materials do not provide authentic opportunities for students to ask questions to understand information, but do contain opportunities to listen actively, engage in discussion, and share information and ideas. For example, in Despegando hacia la lectura: FONÉTICA primera etapa, the “Después de leer” section includes the literal question “¿Qué ruido hace el martillo?,” the inferential question “¿Qué están dibujando los niños?,” and the evaluative question “¿Les gustaría tener un mapa de su casa? ¿Por qué?” In “Lenguaje oral—Dilo,” students listen to “Cielito lindo,” repeat the verses, and discuss the meaning of sierra. The materials also direct students to “escuchen la siguiente oración,” “repitan la oración,” “discuta la rima y el ritmo,” “contesten en oraciones completas,” “repita las rimas,” “use la palabra en una oración propia,” and “explique el significado de palabras usando un lenguaje simple.” Students participate in “parejas, grupos pequeños o individualmente.”

Evaluation for 5.C.1a
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds.

The materials contain a systematic sequence authentic to Spanish for introducing letter names and their corresponding sounds. For example, “Primera etapa: alcance y secuencia” introduces /a/ with Aa, /e/ with Ee, /i/ with Ii, /o/ with Oo, and /u/ with Uu, followed by /m/ with Mm, /s/ with Ss, /p/ with Pp, and /l/ with Ll. “Descripción del programa” states, “Se utiliza la instrucción explícita para que los estudiantes vean una secuencia de letras en la página (ortografía), traduzcan las letras a fonemas (fonología), y mezclen estos fonemas para formar sílabas y pronunciar palabras.” The materials also explain that, “En la primera etapa del programa, el enfoque es enseñar las vocales y las consonantes no variantes para formar sílabas simples.”

The materials contain a systematic sequence authentic to Spanish for introducing letter names and their corresponding sounds. For example, in módulo 1, unidades 1–5 introduce the vowels, and unidades 6–9 introduce m, s, p, and l, allowing students to decode words such as ama, asea, el, es, and mapa. The “Repaso del alfabeto” routine reviews previously taught letters by having students say letter names and sounds using alphabet cards and sing the alphabet song. In “Conectar letra y sonido,” the educator explicitly connects each grapheme to its phoneme (for example, “La letra m produce el sonido /m/”) before students produce the sound and read, write, and blend syllables and words. The materials state that phonics “se enseña de manera más efectiva utilizando un enfoque sistemático” with “instrucción explícita” so that students “traduzcan las letras a fonemas (fonología)” and blend phonemes to form syllables and words.

Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (T)

The materials contain guidance for educators to provide explicit instruction in Spanish for teaching students to identify the 27 uppercase letters, the 27 lowercase letters, and their corresponding sounds. For example, in módulo 1, unidad 1, the “Conectar letra y sonido” routine teaches the corresponding sound by directing the educator to state, “La letra a hace el sonido /a/,” display the letter, connect it to a picture cue, and identify words that begin with /a/, including ardilla, abeja, araña, and árbol. The “Escribir la letra a” routine teaches uppercase and lowercase identification by modeling the uppercase A and lowercase a. In módulo 1, unidad 2, the materials direct the educator to teach the corresponding sound by saying, “La letra e hace el sonido /e/” and then to “Señale la letra e y la imagen del elefante en la tarjeta del alfabeto.” The materials teach lowercase identification through “Identificar y conectar el sonido /e/ con la letra e” and uppercase identification through “Escribir la e minúscula y la E mayúscula.” The “Repaso del alfabeto” routine directs the educator to “Diga los sonidos y nombres de las letras del alfabeto usando las tarjetas del alfabeto” and to explain “que cada letra tiene un nombre y tiene una letra mayúscula y una minúscula.”

The materials provide guidance for educators to deliver explicit instruction in Spanish to help students develop automaticity in identifying the 27 uppercase letters, the 27 lowercase letters, and their corresponding sounds. For example, students develop automaticity with lowercase letters when “Escribir la letra e” directs the educator to “Demuestre cómo escribir la letra e minúscula,” “Repita varias veces con toda la clase,” and “Pídales a los estudiantes que practiquen escribiendo la letra varias veces.” Students develop automaticity with uppercase letters by repeatedly identifying and writing forms such as A and E during alphabet review and letter-writing routines. In addition, the materials include the “Repaso del alfabeto” routine, which helps students review letter names and sounds using alphabet cards. Additional sound practice directs students to “combinar sonidos para formar sílabas,” “unir sílabas para formar palabras,” and “repasar las sílabas aprendidas.”

Evaluation for 5.C.1c
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (T).

The materials include guidance in Spanish for educators to provide explicit (direct) and systematic instruction to help students form uppercase and lowercase letters. For example, in “Escribir la letra d,” módulo 2, unidad 2 states, “Demuestre la manera de formar la d minúscula” and “Hagan una línea hacia abajo, suban en la misma línea un poco y hagan un círculo hacia la derecha.” The materials also state, “Repita varias veces con toda la clase. Pídales a los estudiantes que escriban la letra d varias veces.” In “Escribir letras mayúsculas,” the materials contain repeated instruction: “Cuando los estudiantes dominen la escritura de la letra minúscula, enséñeles la mayúscula,” Next, in terms of forming letters, educators are directed to give instruction such as, “Empezamos arriba y hacemos una línea inclinada hacia un lado, otra hacia el otro lado y cruza una línea horizontal,” “una línea para abajo, después de izquierda a derecha, línea arriba, línea al medio, línea abajo,” and “línea hacia abajo y curva para arriba.”

The materials provide educators with explicit as well as systematic guidance to help students form uppercase and lowercase letters. For example, in Despegando hacia la lectura: FONÉTICA primera etapa, módulo 1, unidad 1, the “Escribir la letra” section directs the educator to model the lowercase a by saying, “Voy a comenzar arriba y hago un círculo, y luego una rayita para abajo,” followed by repeated student practice. The materials then state, “Cuando los estudiantes dominen la escritura de la letra a minúscula, enséñeles la A mayúscula.” This routine introduces one letter at a time and follows a consistent sequence across lessons. Additional guidance includes scripted directions such as “Diga,” “Pueden escribir . . .,” and “Vamos a aprender cómo escribir la letra d,” followed by step-by-step instructions in forming letters, such as “Hagan una línea hacia abajo . . . hagan un círculo hacia la derecha.” Students are directed to “escriban la letra d varias veces” and then apply letter formation by “formar sílabas” and “escribir palabras.” The “Repaso del alfabeto” routine reinforces recognition and practice of uppercase and lowercase letters through alphabet cards and repeated alphabet review activities.

Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (S)

The materials contain a variety of activities and resources in Spanish for students to develop their alphabet knowledge in isolation as well as in the context of meaningful print. For example, in Despegando hacia la lectura: FONÉTICA primera etapa, módulo 1, unidad 6, the “Conectar letra y sonido” lesson introduces the letter m and its corresponding sound by stating, “La letra m produce el sonido /m/,” and guides students to identify words that start with /m/. Students develop alphabet knowledge in isolation by learning the uppercase and lowercase forms Mm and forming the syllables ma, me, mi, mo, and mu. Students develop alphabet knowledge in meaningful print through the high-frequency word mira, the poem “La muñeca vestida de azul,” and connected reading activities containing the target letter.

The materials contain a variety of activities and resources in Spanish for students to practice their alphabet knowledge, both in isolation and in the context of meaningful print. For example, students build their alphabet knowledge in isolation during “Escribir la letra,” “Formar sílabas,” and “Escribir palabras” by repeatedly writing uppercase and lowercase letters, forming syllables, and writing words that contain the target correspondence. The materials also include practice activities for “Sonidos iniciales,” “Sonidos de las letras,” “Lectura de sílabas,” “Palabras CVCV,” “Palabras de alta utilidad,” and “Escritura de letras.”

The materials contain a variety of activities and resources in Spanish for reinforcing alphabet knowledge through cumulative review, both in isolation and in the context of meaningful print. For example, “Repaso del módulo” revisits previously taught letters, sounds, syllables, and high-frequency words in isolation. The “Hojas de registro” and “Resumen de la evaluación” also help educators review and monitor previously taught letter–sound skills. Students reinforce their alphabet knowledge in meaningful print through cumulative decodable books that revisit previously taught letters, digraphs, diphthongs, syllable patterns, and high-frequency words. These texts include Rosa; Quique y Ceci; ¡Te toca!; ¡Qué calor!; ¡Qué rica sopa!; Fifo, ¡a comer!; Las mantas; Fifo y el lodo; Corre, Rosa, corre; and El gato malo.

Evaluation for 5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding in Spanish.

The materials explicitly and systematically introduce letter–sound relationships in an order that allows students to apply their skills to basic decoding and encoding in Spanish. For example, “Primera etapa: alcance y secuencia” introduces /a/ with Aa, /e/ with Ee, /i/ with Ii, /o/ with Oo, and /u/ with Uu, followed by /m/ with Mm, /s/ with Ss, /p/ with Pp, and /l/ with Ll. The section then combines these relationships into syllables such as ma, me, mi, mo, and mu; sa, se, si, so, and su; pa, pe, pi, po, and pu; and la, le, li, lo, and lu. In “Conciencia fonológica,” “Actividades en cada unidad didáctica” states, “Se desarrolla la conciencia fonológica a través de actividades auditivas enfocadas en el sonido de la letra que se presenta en la unidad, seguido por la mezcla de las consonantes con las vocales para formar sílabas simples.” The materials also explain, “Los estudiantes primero aprenden a escuchar el sonido inicial, final y medio de las palabras y cómo combinar este sonido con las vocales para formar sílabas simples. Luego aprenden a cambiar los sonidos y las sílabas de las palabras para crear nuevas palabras.”

The materials explicitly and systematically introduce letter–sound relationships in an order that allows students to apply their skills to basic decoding and encoding in Spanish. For example, in Despegando hacia la lectura: FONÉTICA primera etapa, módulo 1, unidad 1, the “Conectar letra y sonido” routine directly teaches the grapheme–phoneme relationship by guiding the educator to say, “La letra a hace el sonido /a/” while pointing to the letter and image card and modeling the sound. Students then apply the correspondence by decoding words that start with /a/, such as ardilla, and by segmenting and writing words during “Escribir palabras.” “Alcance y secuencia” organizes instruction by “Sonidos (fonema),” “Letra (grafema),” “Sílabas,” and “Palabras de alta utilidad,” progressing from vowels to consonants, digraphs, and increasingly complex phonics patterns. Each unit also includes “Conciencia fonológica,” “Repaso del alfabeto y las sílabas,” and practice combining consonants and vowels “para formar sílabas simples.” The materials provide decodable books with “Palabras con correspondencias letra-sonido recién enseñadas,” along with alphabet cards and rhyme resources so that students can apply previously taught relationships in reading and writing.

Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (T)

The materials do not provide recommended explanatory feedback based on common errors and misconceptions that happen when connecting phonemes to letters within words. The materials do include explicit instruction in Spanish focused on connecting phonemes to letters within words. For example, in “Conectar letra y sonido,” módulo 1, unidad 9 directs the educator to say, “La letra l produce el sonido /l/” followed by, “Pregunte: ¿Qué puede dibujar que comience con el sonido /l/ que hace la letra l?” In “Palabras de alta utilidad,” módulo 2, unidad 3 states, “Puede escuchar las sílabas va-mos y los sonidos /b/ /a/ /m/ /o/ /s/” and directs the educator to say, “Voy a poner una marca en cada caja por cada sonido que escucho. Después, escribiré la letra que representa el sonido.”

The materials do not provide educators with guidance on recommended explanatory feedback based on common errors or misconceptions that happen when connecting phonemes to letters within words. The materials do provide explicit educator modeling and guided practice, such as directing the educator to say, “La letra e hace el sonido /e/” or “Voy a poner una marca en cada caja por cada sonido que escucho. Después, escribiré la letra que representa el sonido.” The materials also state: “Apoye a los estudiantes mientras aprenden una palabra nueva,” and “Revise lo escrito.” However, the materials do not contain guidance for educators with recommended explanatory feedback based on common errors or misconceptions that happen when connecting phonemes to letters within words.

Evaluation for 5.C.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and authentic Spanish decodable connected text. (S)

“Alcance y secuencia” contains a “Repaso” that revisits previously taught phonemes (/a/, /e/, /i/, /o/, /u/, /m/, /s/, /p/, /l/), syllables, and high-frequency words (no, y, ve, cama, toma, mira, gato, pega, para). Students reinforce these elements by rereading the ten decodable readers, which cumulatively incorporate previously taught letter–sound correspondences in connected text.

The materials provide a variety of activities and resources in Spanish for students to practice applying letter–sound correspondences to decode one-syllable words, both in isolation and in decodable connected text in authentic Spanish. For example, in módulo 1, unidad 9, the “Formar sílabas” routine directs the educator to say, “Voy a decir el sonido de cada letra, señalándolo con el dedo.” Next, the materials state, “Pídales a los estudiantes que repitan los sonidos y los combinen para hacer una sílaba,” followed by la, le, li, lo, and lu. In “Léelo,” students “practiquen la lectura con las letras, sonidos y sílabas que ya aprendieron.” Students practice in connected text through “Libros para leer,” which directs them to read the decodable books from módulo 1. The materials explain that, “Los estudiantes pueden leer los siguientes libros para desarrollar la fluidez” and that “Las notas didácticas de cada libro ayudan a los estudiantes a pasar de la correspondencia entre letras y sonidos a una lectura fluida.”

The materials contain a variety of activities and resources in Spanish for reinforcing, through cumulative review, students’ understanding of how to apply letter–sound correspondences to decode one-syllable words, both in isolation and in decodable connected text in authentic Spanish. For example, “Alcance y secuencia” includes a “Repaso” of /a/, /e/, /i/, /o/, /u/, /m/, /s/, /p/, and /l/; previously taught syllables; and high-frequency words such as no, y, ve, cama, toma, mira, gato, pega, and para. Students reinforce these elements in connected text through sequential decodable readers. The “Evaluación de la primera etapa” cumulatively reviews “los sonidos de las letras, identificación de sílabas, palabras con sílabas simples, las palabras de alta utilidad y cómo escribir letras.”

Evaluation for 5.D.1a
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables).

The materials contain a systematic and authentic Spanish sequence for introducing phonological awareness activities that begins with simpler listening and identification tasks and gradually moves on to more complex phonological awareness skills. For example, in “Conciencia fonológica,” módulo 1, unidad 1 includes “Segmentación de oraciones,” “Sonido inicial,” “Sonido final,” and “Rimas.” The materials direct the educator to “Pídales a los estudiantes que escuchen la siguiente oración” and “Después de repetir la oración, cuenten las palabras en la oración,” and ask, “¿Riman o no riman?” Later, módulo 3, unidad 8 increases in complexity with “Combinar sonidos,” “Separar y contar sílabas,” “Unir sílabas,” “Manipular sílabas: sustituir sílaba inicial,” and “Manipular sílabas: añadir sílaba final.” The educator is directed to “Luego quite la sílaba inicial y sustitúyala con una nueva sílaba” and “Luego pídales que añadan una sílaba al final para formar una palabra.”

The materials contain a systematic and authentic Spanish sequence for introducing phonological awareness activities that progresses from larger units of sound to more complex syllable-level skills. For example, “Alcance y secuencia” introduces one sound–spelling correspondence at a time while expanding students’ syllable knowledge with patterns such as ta, te, ti, to, and tu; da, de, di, do, and du; and na, ne, ni, no, and nu. In módulo 3, unidad 1, students identify individual words in the spoken sentence “La abeja está en el jardín”; identify the “sonido inicial” in words such as abeja, árbol, and avión; identify the “sonido final” in words such as tenía, uva, and vida; and recognize rhyming words like canta and manta. Later, students complete more complex tasks such as “Combinar sonidos para formar sílabas,” “Separar y contar sílabas,” “Unir sílabas para formar palabras,” “Manipular sílabas,” “Sustituir sílaba inicial,” and “Añadir sílaba final.”

Evaluation for 5.D.1b
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words.

This guidance is not applicable to the program because it is a duplicate guidance of 5.D.2a.

Evaluation for 5.D.1c
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (T)

The materials contain explicit instruction authentic to Spanish for teaching phonological awareness skills and identifying potential areas of confusion. For example, in “Conciencia fonológica,” módulo 2, unidad 4 includes “Combinar sonidos,” “Rimas,” “Separar y contar sílabas,” “Unir sílabas,” and “Manipular sílabas: sustituir sílaba final.” The materials also state, “La letra Cc tiene el sonido /s/ cuando se combina con las vocales e, i.” In módulo 3, unidad 4, the materials clarify that, “El sonido de la Jj en las sílabas je y ji es el mismo sonido que hacen las sílabas ge y gi, y pueden causar confusiones al escribirse.” However, the materials do not provide educators with recommended explanatory feedback for students based on common errors and misconceptions in phonological awareness.

The materials do not provide educators with recommended explanatory feedback based on common student errors or misconceptions that happen during phonological awareness instruction. Although the lessons contain explicit instructional routines, educator prompts, and a systematic sequence of phonological awareness activities, they do not include guidance for identifying, addressing, or correcting predictable student errors or misconceptions.

Evaluation for 5.D.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (S)

The materials contain a variety of activities and resources in Spanish (including memory-building strategies) for students to develop, practice, and reinforce their phonological awareness skills through cumulative review. For example, in “Lenguaje oral,” módulo 1 states, “Lea la rima e invite a los estudiantes a repetir después de usted” and “Aplaudan al escuchar palabras con el sonido /t/.” In “Conciencia fonológica,” students practice “Combinar sonidos,” “Rimas,” “Separar y contar sílabas,” “Unir sílabas,” and “Manipular sílabas: añadir sílaba final.” In “Repaso de las sílabas,” the materials direct the educator to “Repase las sílabas aprendidas en lecciones previas.” “Oraciones de práctica” explains, “Las oraciones decodificables están diseñadas para que los estudiantes practiquen la lectura utilizando las correspondencias entre letras y sonidos, así como las sílabas que han aprendido” and “A partir de la unidad 6 del módulo 1, los estudiantes leen dos oraciones que refuerzan los sonidos y las sílabas ya enseñadas.”

The materials contain a variety of activities and resources in Spanish (including memory-building strategies) for students to develop, practice, and reinforce their phonological awareness skills through cumulative review. For example, in módulo 1, unidad 2, students develop phonological awareness through the nursery rhyme “Isabel la iguana” by repeating the rhyme, identifying rhyming words, segmenting spoken sentences, and identifying initial and final sounds with the target phoneme /i/. The materials also include memory-building strategies through poems, nursery rhymes, alliteration, rhyme, repeated reading, and sound identification activities in El gran libro de rimas. The materials reinforce phonological awareness skills through decodable texts aligned with each module, two practice sentences in each unit, and “Alcance y secuencia,” which revisits previously taught skills while adding new phonological awareness skills.

Evaluation for 5.D.2a
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables.

The materials contain a systematic and authentic Spanish sequence for introducing phonemic awareness activities where students start by identifying, blending, and segmenting phonemes. Next, according to the sequence, students blend phonemes into syllables and engage in more complex syllable manipulation practices. For example, in “Conciencia fonológica,” módulo 1, unidad 3 includes “Sonido inicial,” “Sonido final,” and “Sonido medial.” The materials direct the educator to “Pídales a los estudiantes que escuchen el sonido inicial de la palabra,” and “el sonido final de la palabra,” followed by, “Pídales a los estudiantes que escuchen el sonido /o/ en medio de las palabras.” In “Palabras de alta utilidad,” the materials focus on phoneme segmentation with the word no and direct the educator to “Escriba la palabra no y diga: Puedo escuchar los sonidos /n/ /o/.” The educator is instructed to “Dibuje unas cajas de sonido” and say, “Voy a poner una marca en cada caja por cada sonido que escucho. Después, escribiré la letra que representa el sonido.” Later, in “Conciencia fonológica,” módulo 3, unidad 8 covers “Combinar sonidos,” “Separar y contar sílabas,” “Unir sílabas,” and “Manipular sílabas: sustituir sílaba inicial.” The materials direct the educator to “Diga el sonido de cada letra. Pídales a los estudiantes que repitan los sonidos y los combinen para decir una sílaba,” “Diga la palabra y pídales a los estudiantes que escuchen, la repitan y que la separen en sílabas,” and “Diga las sílabas de cada palabra y pídales a los estudiantes que escuchen, las repitan y las unan para formar una palabra.” The materials also state, “Luego, quite la sílaba inicial y sustituya con una nueva sílaba.”

The materials contain a systematic and authentic Spanish sequence for introducing phonemic awareness. Students start by identifying phonemes and then blend phonemes into syllables before moving on to more complex syllable manipulation tasks. For example, in módulo 3, “Repaso individual,” students identify the initial and final /a/ sound in words, identify rhyming words, and blend syllables to form words such as /yo/ + /yo/ = yoyo. Later, in módulo 3, unidad 9, students blend the phoneme /s/ with vowels to form syllables (including za, ze, zi, zo, and zu) and segment words such as taza into syllables. In “Repaso individual,” students also separate syllables; blend syllables to form words; add a final syllable to create new words; and manipulate initial, medial, and final syllables in words such as carro → perro, foca → foco, and maleta → maceta. The materials contain the routine “Identificar y conectar la letra z con el sonido /s/” and “Combinar sonidos,” with examples such as /s/ + /a/ = za, /s/ + /e/ = ze, and /s/ + /i/ = zi. Next in this routine, students separate and count syllables, blend syllables to form words, and manipulate syllables by substituting the initial syllable and adding a final one.

Evaluation for 5.D.2b
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (T)

The materials contain explicit instruction authentic to Spanish for teaching phonemic awareness skills. For example, in “Formar sílabas,” módulo 1, unidad 7 directs the educator to say, “Voy a decir el sonido de cada letra, señalándolo con el dedo” and then to “Pídales a los estudiantes que repitan los sonidos y los combinen para hacer una sílaba.” In “Conciencia fonológica,” módulo 3, unidad 7 covers “Combinar sonidos,” “Separar y contar sílabas,” “Unir sílabas,” “Manipular sílabas: sustituir sílaba inicial,” and “Manipular sílabas: añadir sílaba final.” The materials state, “Luego, quite la sílaba inicial y sustitúyala con una nueva sílaba” and “Luego, pídales que añadan una sílaba al final.” However, the materials do not provide educators with recommended explanatory feedback for students based on common errors and misconceptions that happen during phonemic awareness instruction.

The materials do not provide educators with recommended explanatory feedback based on common student errors or misconceptions that happen during phonemic awareness instruction. While the lessons contain explicit directions for modeling, guided practice, and opportunities for students to review and practice phoneme connections as well as phonemic awareness skills, they do not include guidance for correcting predictable student errors or addressing misconceptions. For example, the materials provide educator modeling and practice routines for reviewing phoneme connections and phonemic awareness skills, but they do not offer recommended explanatory feedback for students based on common errors or misconceptions that happen during phonemic awareness instruction.

Evaluation for 5.D.2c
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (T)

The materials provide explicit guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle to support students in the transition from oral language activities to basic decoding and encoding. For example, in “Combinar sonidos,” módulo 2, unidad 4 directs the educator to “Diga el sonido de cada letra. Pídales a los estudiantes que repitan los sonidos y los combinen para decir una sílaba,” followed by /s/ + /e/ = ce and /s/ + /i/ = ci. In “Formar sílabas,” the materials direct the educator to say, “Voy a decir el sonido de cada letra, señalándolo con el dedo” and then to “Pídales a los estudiantes que repitan los sonidos y los combinen para hacer una sílaba.” For encoding, in “Escribir palabras,” the materials state, “Demuestre cómo segmentar palabras al escribir” and “La sílaba /ka/ está formada por las letras c-a.” In módulo 3, unidad 4, the materials also direct the educator to “Dile la palabra despacio” and identify the letters that form each syllable before students write the word.

The materials provide explicit guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle to support students’ transition from oral language activities to basic decoding and encoding. For example, in módulo 1, unidad 6, students review previously taught letter–sound correspondences and blend syllables to read new words (such as /mi/ + /ra/ = mira), supporting the transition from oral blending to basic decoding. In the student book Mira, the “Notas didácticas” guide students to apply these sound–letter connections before and during reading through high-frequency and decodable word practice. The materials also support basic encoding in “Conectar letra y sonido” where students identify the sound /i/, connect it to the grapheme Ii, practice writing the lowercase and uppercase letter, and segment spoken words into sounds to write words that start with i.

Evaluation for 5.D.2d
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (S)

The materials contain a variety of activities and resources in Spanish for students to develop, practice, and reinforce their phonemic awareness skills through cumulative review. For example, in “Formar sílabas,” módulo 1, unidad 9 directs the educator to say, “Voy a decir el sonido de cada letra, señalándolo con el dedo” and then to “Pídales a los estudiantes que repitan los sonidos y los combinen para hacer una sílaba.” In “Palabras de alta utilidad,” the materials direct the educator to say, “Voy a poner una marca en cada caja por cada sonido que escucho. Después, escribiré la letra que representa el sonido.” In “Repaso,” “Primera etapa: alcance y secuencia” cumulatively reviews /a/, /e/, /i/, /o/, /u/, /m/, /s/, /p/, and /l/ as well as the syllables ma, me, mi, mo, and mu; sa, se, si, so, and su; pa, pe, pi, po, and pu; and la, le, li, lo, and lu.

The materials contain a variety of activities and resources in Spanish for students to develop, practice, and reinforce their phonemic awareness skills through cumulative review. For example, students develop and practice phonemic awareness by identifying initial, medial, and final phonemes; segmenting spoken sentences into words; recognizing rhyming words; and repeatedly blending, segmenting, and manipulating sounds during phonological awareness activities. The materials also reinforce phonemic awareness skills before reading through “Repaso de las destrezas de la fonética,” where students revisit previously taught letter sounds and high-frequency words. Students apply and reinforce these elements and skills in decodable texts and decodable sentences. The materials explain that “Las oraciones decodificables están diseñadas para que los estudiantes practiquen la lectura utilizando las correspondencias entre letras y sonidos, así como las sílabas que han aprendido” and that students read sentences which “refuerzan los sonidos y las sílabas ya enseñadas.”

Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS.

The materials contain a systematic sequence for introducing grade-level sound–spelling patterns and syllable combinations to decode words. For example, in “Combinar sonidos,” módulo 2, unidad 8 directs the educator to “Diga el sonido de cada letra. Pídales a los estudiantes que repitan los sonidos y los combinen para decir una sílaba,” followed by /rr/ + /a/ = rra, /rr/ + /e/ = rre, /rr/ + /i/ = rri, /rr/ + /o/ = rro, and /rr/ + /u/ = rru. Later, in “Combinar sonidos,” módulo 3, unidad 8 provides the same routine with /s/ + /a/ = za, /s/ + /e/ = ze, /s/ + /i/ = zi, /s/ + /o/ = zo, and /s/ + /u/ = zu. In “Repaso de las sílabas,” the materials state, “Repase las sílabas aprendidas en lecciones previas.”

The materials contain a systematic sequence for introducing grade-level sound–spelling patterns and syllable combinations to decode words. The phonics sequence introduces one letter–sound correspondence at a time, followed by syllable formation, word reading, dictation, and decodable text practice. Students progress from decoding simple CV syllables such as ma, me, mi, mo, and mu to reading decodable words and connected text while reviewing previously taught sound–spelling patterns. The materials also provide explicit Spanish-specific guidance for spelling patterns. For example, the “Nota” section explains, “La doble erre /rr/ es un dígrafo que representa el sonido fuerte de la r y solamente se escribe entre dos vocales.” Another “Nota” explains, “Las sílabas ze y zi no son muy comunes en palabras nativas del español. Las palabras que contienen ze y zi suelen ser extranjerismos o excepciones.”

Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)

The materials provide educators with guidance to deliver explicit instruction for grade-level sound–spelling patterns. For example, “Planificación de la enseñanza de la lectoescritura” states that bloque 2: “Conciencia fonológica y fonética” includes “Enseñanza explícita en grupo de una nueva correspondencia de letra-sonido,” and bloque 3: “Fonética y escritura” includes “repaso de la conexión de la letra y el sonido.” In “Escribir palabras,” módulo 1, unidad 4 instructs the educator to “Enseñe cómo segmentar los sonidos para escribir una palabra que comienza con la letra o” and directs the educator to say, “Voy a escribir la palabra oso. La diré lentamente para escuchar todos los sonidos: /o/ /s/ /o/.” The materials then indicate that students should write, “La letra o hace el sonido /o/,” and direct students to “Lean juntos la palabra oso.”

The materials contain guidance for educators to provide explicit instruction for grade-level sound–spelling patterns. For example, in Despegando hacia la lectura: FONÉTICA primera etapa, módulo 1, unidad 4, the materials direct educators to “Apoye a los estudiantes a conectar el sonido con las letras y a conectar los sonidos de las consonantes con las vocales para formar sílabas.” In “Conectar letra y sonido,” educators explicitly teach sound–spelling patterns by guiding students to connect the letter and sound, write the letter, and segment words into individual phonemes. In “Palabras de alta utilidad,” the materials contain explicit instruction for high-frequency words by directing educators to introduce cama with “Vamos a aprender una palabra nueva” and guide students to identify syllables and sounds using “cajas de sonido y letra” before independent writing.

Evaluation for 5.E.1c
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (T)

The materials contain a variety of activities and resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound–spelling patterns through cumulative review. For example, in “Escribir palabras,” módulo 1, unidad 7 directs the educator to “Demuestre cómo segmentar palabras al escribir” and models the word suma by identifying the syllables and letters that represent its sounds before students write the word several times. In “Escribir palabras,” módulo 2, unidad 9 uses the same routine with queso, explaining that “La sílaba /ke/ está formada por las letras q-u-e” and “La sílaba /so/ está formada por las letras s-o.” The decodable texts in módulo 2 reinforce the patterns cumulatively by combining newly taught spellings with previously learned letters, sounds, and high-utility words in connected Spanish text.

The materials contain a variety of activities and resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound–spelling patterns through cumulative review. For example, in módulo 1, unidad 7, students develop the sound–spelling pattern /s/ by connecting the letter to its sound, identifying words that start with /s/, and blending syllables such as sa, se, si, so, and su. Students practice another pattern by reading and writing the high-frequency word gato, practicing rhyming, separating and counting syllables, and blending syllables to form words. The materials also reinforce sound–spelling patterns through “Aprendizaje consolidado,” “Léelo,” “Libros para leer,” dictation, games, oral language activities, and “Conexiones interlingüísticas.” The materials provide cumulative review through alphabet review, consolidation activities, decodable reading, dictation, games, and guided practice, allowing students to revisit previously learned letters, sounds, syllables, and high-frequency words throughout the year.

Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)

The materials provide a variety of activities and resources in Spanish that help students decode and encode words containing previously taught syllable correlations, both in isolation and in decodable connected text in authentic Spanish that builds on previous instruction. For example, in “Escribir palabras,” módulo 3, unidad 9 directs the educator to model segmenting taza into syllables and identifying the letters that form each syllable before students practice writing the word. In “Libros decodificables,” students read connected texts (such as El perro en el lodo) that incorporate previously taught sound–spelling patterns. In “Oraciones de práctica,” students read decodable sentences, identify and mark target letters and syllables, and use the sentences for dictation, providing opportunities to encode previously taught patterns in connected text.

The materials provide a variety of activities and resources in Spanish to help students decode and encode words with previously taught syllable correlations, both in isolation and in decodable connected text in authentic Spanish that builds on previous instruction. For example, in “Aprendizaje consolidado,” students practice decoding and encoding in isolation through “Léelo,” “Hacer un cartel,” “Dictado,” and “Conexiones interlingüísticas.” Students also decode previously taught syllable correlations in connected text through “Oraciones de práctica,” such as Susi ama a su oso and Ema amasa su masa. Guidance for educators explains, “Las oraciones decodificables están diseñadas para que los estudiantes practiquen la lectura utilizando las correspondencias entre letras y sonidos, así como las sílabas que han aprendido,” and directs educators to “Utilice estas oraciones para reforzar el enfoque fonético de cada unidad del módulo.” The materials also provide decodable books that build on previous instruction, such as ¿Qué hay en esa caja? and Me gusta Baco, and identify cumulative “Palabras de alta utilidad” and “Letras” taught before each text.

Evaluation for 5.E.2a
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks.

This guidance is not applicable to kindergarten, grade 2, and grade 3 because it only applies to grade 1.

Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (T)

This guidance is not applicable to kindergarten, grade 2, and grade 3 because it only applies to grade 1.

Evaluation for 5.E.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (S)

This guidance is not applicable to kindergarten, grade 2, and grade 3 because it only applies to grade 1.

Evaluation for 5.E.2d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)

This guidance is not applicable to kindergarten, grade 2, and grade 3 because it only applies to grade 1.

Evaluation for 5.E.3a
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS.

This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.

Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)

This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.

Evaluation for 5.E.3c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)

This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.

Evaluation for 5.E.3d
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)

This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.