Despegando hacia la lectura: Fonética

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

The materials include a scope and sequence for FONÉTICA Stage 2, located in “Program Resources,” that outlines the concepts taught throughout the course, but it does not identify the Texas Essential Knowledge and Skills (TEKS) addressed. For example, the scope and sequence organizes instruction by module and unit under headings such as “Unidades didácticas de fonética del módulo uno” and identifies the phonics and word-analysis concepts taught in a planned order. The sequence includes instruction in vowel combinations and diphthongs, consonant blends, complex syllables, high-utility words, morphology, and writing. Students progress from patterns such as ie /ie/ and ía /i-a/ to consonant blends such as pl /pl/, cr /cr/, pr /pr/, and bl /bl/, as well as more complex vowel patterns like ue /ue/, ae /a-e/, and ea /e-a/. The scope and sequence therefore identifies what concepts are taught and the order in which they are introduced, but it does not include the specific TEKS aligned with those concepts.

The materials include a scope and sequence in the “Program Resources” that identifies the concepts taught throughout the course and the order in which they are introduced. For example, “Alcance y secuencia” organizes instruction by module and unit under “Consonantes, diptongos y sílabas complejas.” The sequence identifies specific phonics concepts, including “sonido /ch/ escrito con ch, como en la palabra chango,” “sonido /ie/ escrito con ie, como en la palabra pie,” and “sonido /bl/ escrito con bl, como en la palabra blusa.” The sequence also identifies the high-utility words and decodable texts connected to each unit. The materials include a suggested weekly schedule in FONÉTICA Stage 2 Teacher Resources that supports educators in pacing instruction across the scope and sequence. The “Ejemplo de horario semanal” assigns unidad 1, bloque 1 through unidad 1, bloque 4 from Monday through Thursday for 30 minutes each day, while Friday is optional and may be used for “ponerse al día,” “repaso y volver a enseñar,” or “actividades de consolidación.” The materials also state, “Después de completar la unidad, los estudiantes deben dedicar 15 minutos al día a la lectura de textos decodificables,” and direct educators to “Planifique una sesión cada semana” to help students complete missed lessons, receive additional support, practice consolidation activities, or complete the review unit. However, the scope and sequence does not identify or align the concepts 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).

FONÉTICA Stage 2 includes a pacing guide in the “Program Resources” PDF that clearly explains the content and skills addressed throughout the course. The guide helps educators plan units and lessons by identifying the order in which phonics concepts are introduced and reviewed. For example, the scope and sequence organizes instruction by module and unit and progresses from correspondences such as “sonido /ch/ escrito con ch, como en la palabra chango,” to vowel combinations such as “sonido /ie/ escrito con ie, como en la palabra pie,” and consonant blends such as “sonido /bl/ escrito con bl, como en la palabra blusa.” This guide helps educators understand how phonics skills are organized and how instruction progresses from foundational sound–spelling correspondences to more complex patterns throughout the course. The materials also explain how each unit may be divided to support weekly pacing, stating, “Cada unidad se puede enseñar en cuatro bloques, cada uno una duración aproximada de 30 minutos.” However, the materials do not include two suggested calendars that support different implementation timelines or pacing options.

The materials include a pacing guide in FONÉTICA Stage 2 Teacher Resources that suggests a sequence of instruction for the “Unidades Didácticas de Fonética” and identifies the skills taught across the units. The guide helps educators understand the order of instruction and how phonics skills are organized throughout the course. For example, instruction progresses from consonant and vowel patterns such as ch /ch/ and ie /ie/ to more complex consonant blends and sound–spelling patterns such as bl /bl/. This sequence helps educators anticipate which skills should be introduced, practiced, and reviewed across the course. However, the materials do not include a pacing calendar to support effective implementation.

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.

The “Introduction” section of the FONÉTICA Stage 2 Teacher Resources manual explains how the units connect across stages, showing that instruction is organized in a systematic progression to support foundational language development, as well as clarifying how students build skills across the program and how each stage supports continued literacy growth. For example, students progress from foundational letter–sound correspondences and simple syllable patterns in Stage 1 to more complex consonant blends, diphthongs, and complex syllables in Stage 2. This progression allows students to apply previously learned sound–spelling relationships as they develop more advanced decoding, encoding, and word-analysis skills. The materials state that “el programa se presenta en una forma y sigue una secuencia tradicional para la enseñanza de las destrezas fundamentales del lenguaje.”

The “Introduction” section of the FONÉTICA Stage 2 Teacher Resources manual includes a rationale for the unit order that explains how 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.” Instruction begins with oral-language development (including vocabulary, riddles, and traditional proverbs) and then progresses to phonological awareness through sentence-, word-, syllable-, and sound-level activities. The materials explain that the phonics component helps students “establecer conexiones entre los sonidos y las letras,” beginning with vowels and consonants and progressing to syllables, words, diphthongs, hiatuses, and complex syllables. Students then apply these skills in decodable texts that are “alineados con la secuencia de enseñanza” and reinforce previously taught sound–spelling correspondences and high-utility words. The program also shows how instruction builds across stages: The first stage focuses on vowel and consonant sounds and digraphs; the second stage focuses on consonants, diphthongs, and complex syllables; and the third stage advances to complex syllables, diphthongs, and hiatuses. This guidance helps educators understand how each stage builds on previously taught concepts and how instruction progresses toward decoding, word recognition, fluency, and connected reading.

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

The materials support lesson internalization in FONÉTICA Stage 2 Teacher Resources by explaining how each unit is organized, how instructional components are sequenced, and how educators can prepare to deliver each part of the lesson. Each unit includes 120 minutes of instruction divided into four 30-minute blocks, with an additional optional 30-minute block for review, reteaching, or consolidation. The materials also direct students to complete 15 minutes of daily decodable-text practice and recommend weekly opportunities for educators to revisit missed lessons, provide additional support, or extend learning. The materials help educators internalize the purpose, sequence, and time needed for each lesson component before adjusting instruction and plans based on students’ needs.

FONÉTICA Stage 2 includes support for internalizing units and lessons through the pacing guide in the “Program Resources” PDF, which provides educators with an overview of the content and skills addressed throughout the course. The guide helps educators prepare to teach each unit by previewing its structure; identifying the learning objectives, vocabulary, and phonics skills; and understanding how instruction progresses across the units. For example, educators can see how instruction moves from individual sound–spelling correspondences to consonant blends, diphthongs, complex syllables, and application in decodable texts. The materials also explain how each unit is divided into instructional blocks, helping educators internalize the sequence, purpose, and pacing of each lesson component before instruction begins. The materials state, “Cada unidad se puede enseñar en cuatro bloques, cada uno una duración aproximada de 30 minutos.”

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 include 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 include educator-facing resources that support classroom implementation such as lesson plans, instructional routines, pacing guides, 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 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 include guidance for educators to support concept development by identifying literacy skills and the instructional focus within lessons. For example, in FONÉTICA Stage 2, the materials help educators reinforce syllable knowledge and reading practice based on previously taught skills, stating, “Pídale a los estudiantes que practiquen la lectura con las sílabas que ya han aprendido.”

The materials do not present vocabulary in a comprehensive unit-level overview but do include academic vocabulary and phonics-focused word lists in “Segunda etapa: alcance y secuencia,” specifically in the “Palabras de alta utilidad” and “Palabras con enfoque fónico” columns. For example, the materials include “Palabras de alta utilidad” such as también, otro, cangrejo, and olfatean, along with “Palabras con enfoque fónico” such as muchos, reina, and murciélago.

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 include examples of strategies and activities in Spanish that support student learning and reinforce reading skills at home, but they do not include examples in English. For example, in Despegando hacia la lectura: FONÉTICA segunda etapa, “Ideas para practicar la lectura” states, “Envíe las oraciones a casa para que los estudiantes las practiquen con su familia.”

The materials include Spanish resources that support student learning and reinforce reading skills at home but do not include explicit family resources or supports in English for each unit. For example, FONÉTICA Stage 2 Teacher Resources states, “Los estudiantes también pueden llevarse los libros a casa para seguir practicando.” Under “Ideas para practicar la lectura,” the materials also state, “Envíe las oraciones a casa para que los estudiantes las practiquen con su familia.”

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 include comprehensive, structured, and detailed lesson plans in FONÉTICA Stage 2 that provide daily objectives, questions, tasks, and instructional assessments needed to support the content and language standards of each lesson. The materials include instructional assessments through the “Repaso de los módulos uno, dos y tres,” 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 include lesson tasks aligned with the objectives. For example, under “Fonética” and “Metas,” students identify and connect br with the /br/ sound, combine vowels with br to form syllables, write a sentence containing br, and recognize diminutives ending in -ito and -ita. Under “Palabras de alta utilidad,” students complete the “Lo veo y lo digo” activity to meet the stated goal: “Aprender la nueva palabra de alta utilidad: entrenan.” The materials direct educators to support students by having them “deletrear la palabra en voz alta, aplaudir al escuchar las letras, y escribir la palabra en el aire y en el piso.” Students are then asked to write the word several times, and educators are directed to review their writing. The lesson guidance also includes comprehension questions that support language proficiency through discussion as well as 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 included in the lesson plans.

The materials include comprehensive, structured, and 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, the “Metas” identify the skills students are expected to develop. For example, under “Fonética,” students identify and connect ü with the /u/ sound, use ü to form the syllables güe and güi, write uppercase and lowercase Üü, and write a sentence using words containing güe and güi. Under “Palabras de alta utilidad,” students review previously learned high-utility words and learn the word había. The materials also include tasks aligned with these objectives through the “Lo veo y lo digo” activity. Students listen to and repeat the word, identify its sounds, observe as the educator models its spelling, and use sound boxes to connect each sound to its corresponding letter. The materials then direct students to spell the word aloud, clap as they hear each letter, write it in the air and on the floor, and write it out several times. The lesson further explains that había contains a hiatus because the weak vowel i carries an accent, and that the vowels are not separated into different syllables. The materials also include 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 educators’ prompts. Instructional assessments are included in “Repaso de los módulos uno, dos y tres,” 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 include guidance and recommendations for the suggested timing of lesson components. For example, in “Ejemplo de horario semanal,” the materials organize instruction from Monday through Friday and assign “unidad 1, bloque 1,” “unidad 1, bloque 2,” “unidad 1, bloque 3,” and “unidad 1, bloque 4,” with 30 minutes allotted to each block. The Friday block may be used to “ponerse al día,” “repaso y volver a enseñar,” or complete “actividades de consolidación.” The materials also recommend that students dedicate “15 minutos al día” to reading decodable texts after completing a unit.

The materials do not include a lesson overview listing the educator and student materials needed to effectively deliver the lesson. The materials include embedded references to instructional resources and activities used throughout the lesson. For example, in Despegando hacia la lectura: FONÉTICA segunda etapa, módulo 4, unidad 1 references “cajas de sonido y letra,” “oraciones de práctica,” “Dictado,” “Los meses del año,” “Conciencia fonológica,” and the decodable text El sol sale. Under “Fonética,” the materials include instruction for ch /ch/, cha, che, chi, cho, chu, writing ch, and writing a sentence. Under “Palabras de alta utilidad,” students use “cajas de sonido y letra” with también. Under “Aprendizaje consolidado,” students complete “Dictado,” use “oraciones de práctica,” and read El sol sale.

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

The materials explain how to select resources that align with student performance in the Teacher Resources manual 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 example, the materials state, “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 extended practice opportunities in Despegando hacia la lectura: FONÉTICA segunda etapa, under “Aprendizaje consolidado,” “Palabras de alta utilidad,” and “Texto decodificable.” The lessons help reinforce previously taught phonics skills and vocabulary through decodable texts, dictation, and high-frequency word routines. For example, in módulo 6, unidad 1, students reread the decodable text En la granja, practice the high-frequency word camión, complete dictation activities, and apply the phonics pattern /gr/ during “Aprendizaje consolidado” activities.

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.

The materials include a variety of instructional assessments at the unit and lesson levels in FONÉTICA Stage 2, Teacher Resources manual. Under “Evaluación de la segunda etapa,” the materials provide task sheets for students to complete and directions for educators to prepare the assessment materials. For example, under “Hojas de tareas de evaluación,” the materials state, “Haga una copia de cada hoja de tareas de evaluación.” The materials also include assessment tasks under “Tareas de evaluación” such as syllable segmentation, reading simple (CV) syllables, reading complex (CCV) syllables, reading decodable words, reading high-frequency words, writing, and morphology activities. The materials also include “Evaluación de etapa” assessments that can be used for student placement and to determine completion of a stage, while “Repaso del módulo” activities can be used to evaluate students’ understanding of completed module content.

The materials include diagnostic, formative, and summative-style assessments that evaluate decoding, morphology, fluency, writing, and high-frequency word skills. In Despegando hacia la lectura: FONÉTICA segunda etapa, “Hojas de registro de evaluación,” students complete stage-level tasks such as reading CV, CCV, and CVV syllables and words (including che, bla, and choza), reading high-frequency words (such as diversiones and iguales), writing words from dictation, and applying morphology skills. The materials also include formative checks in módulo 4, “Repaso individual,” where students segment and manipulate syllables, complete dictation, and read words aloud.

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

The materials explain how to use module reviews and stage assessments in Segunda etapa TRB under “Descripción del programa.” The materials clarify that module reviews may be used as assessment opportunities and that each stage includes a specific assessment to support decisions around student placement and stage completion. The materials also include additional assessment guidance in Segunda etapa TRB under “Evaluación de la segunda etapa,” which outlines the assessment’s purpose, its seven tasks, and the use of the assessment summary to plan individual or small-group instruction. 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 include diagnostic, formative, and summative-style assessments in Despegando hacia la lectura: FONÉTICA segunda etapa that evaluate foundational literacy skills, including beginning sounds, letter sounds, syllable reading, high-frequency words, CVCV words, decoding, comprehension, and letter writing. In “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 include lesson-level formative checks through decodable text prompts such as “¿Cuál será un buen nombre para el perrito?” and “¿Qué hará Hugo?” in “Libros decodificables.” For example, the materials state that the assessments aim to compile student scores across tasks to document mastery, as evidenced by the “Resumen de la evaluación,” which compiles student scores across tasks and summarizes student performance.

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

In Segunda etapa TRB, under “Evaluación de la segunda etapa” and “Uso de la evaluación,” the materials include guidance to ensure that educators administer instructional assessments consistently and accurately. The materials provide supports for administering individual assessments such as task sheets, recording sheets, correct responses, and assessment summaries. For example, 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.”

In Despegando hacia la lectura: FONÉTICA segunda etapa, under “Uso de la evaluación,” “Hojas de registro de evaluación,” and “Resumen de la evaluación,” the materials suggest ways to support consistent and accurate administration of instructional assessments. The materials explain that assessments are administered individually with the educator and student seated side by side. For example, the “Uso de la evaluación” section 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 example, the “Hojas de registro de evaluación” section 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.

FONÉTICA Stage 2 includes diagnostic, formative, and summative assessments aligned with the TEKS and the objectives of the course, unit, or lesson. The módulo 4 “Repaso individual” may be used as a diagnostic assessment before instruction or as a summative assessment after the module. The assessment measures the ability to blend, segment, and manipulate syllables as well as reading, dictation, morphology, singular and plural forms, and high-utility words. For example, students combine syllables to form words; separate words such as blusón, teclado, chancleta, and flamenco into syllables; manipulate syllables to create new words; read previously taught words; complete dictation activities; form compound words; identify singular and plural forms; and read high-utility words. The materials also include formative assessments within daily instruction. For example, under “Fonética—Escríbelo,” students work toward objectives that include connecting ü with the /u/ sound, forming the syllables güe and güi, writing uppercase and lowercase Üü, and writing a sentence using words with güe and güi. Under “Palabras de alta utilidad—Lo veo y lo digo,” students learn the word había by listening to and repeating it, identifying its sounds, using sound boxes to connect sounds to letters, spelling it aloud, and writing it several times. Educators are directed to “Revise lo escrito,” allowing them to monitor students’ progress toward the lesson objectives and the aligned TEKS.

The materials include diagnostic, formative, and summative assessments aligned with the TEKS and the objectives of the course, unit, or lesson in FONÉTICA Stage 2. The “Hoja de registro de la tarea de evaluación 7—Morfología” may be used as a diagnostic assessment to identify students’ current understanding before instruction and as a summative assessment to evaluate mastery after instruction. The assessment measures students’ ability to form plurals, diminutives, augmentatives, and compound words. For example, students provide forms such as sillas, árboles, luces, perrito, cielito, muñequita, librote, grandote, ratota, cortauñas, tocadiscos, and arcoíris. The materials also include formative assessment opportunities within daily instruction. For example, in módulo 5, unidad 8, the “Fonética” objectives require students to identify and connect ü with the /u/ sound, form the syllables güe and güi, write the dieresis over lowercase ü, and write a sentence using words containing güe and güi. Under “Palabras de alta utilidad—Lo veo y lo digo,” students learn the word había by listening to and repeating it, identifying its sounds, using sound boxes to connect sounds with letters, spelling it aloud, and writing it several times. These tasks allow the educator to monitor students’ progress toward the lesson objectives 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 includes six sections that evaluate the skills and learning taught throughout the stage. The diagnostic, formative, and summative-style assessments measure TEKS-aligned skills, including syllable identification, word reading, high-utility words, writing, morphology, dictation, segmentation, sound manipulation, and phonological awareness. The tasks progress from foundational skills, such as identifying stressed syllables and segmenting words into syllables, to more complex applications such as manipulating syllables, reading words, completing dictation, forming compound words, identifying plural forms, applying morphology, and writing.

The materials include TEKS-aligned instructional assessment items at varying levels of complexity. For example, in módulo 5, “Repaso,” students complete a variety of tasks to demonstrate their learning of skills taught in the module. The review includes “Identificación de la sílaba tónica,” “Segmentación de sílabas,” “Unir sílabas,” and “Manipular sílabas.” Students identify the stressed syllable in words such as brillar, plomero, frotar, and kimono; segment words such as cigüeña, kiwi, regla, and planeta; blend syllables to form words such as globo, crema, xilófono, and planeta; and manipulate syllables to create new words such as trilingüe, fresno, renglón, and brote.

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

The materials guide educators on how to interpret student performance on assessments and reflect on levels of understanding and proficiency in Segunda etapa TRB under “Evaluación de la segunda etapa.” The materials include an assessment summary that helps educators interpret what each student knows by task and use that information to plan individual or small-group instruction. The materials also provide scoring information to support educators in recording student responses. For example, the materials state, “Registre si el estudiante lee la palabra correctamente.” The materials also include guidance in Segunda etapa TRB under “Descripción del programa” and “Repaso del módulo.” The module review helps educators identify which students are ready to move forward and which content needs additional teaching, practice, or consolidation.

The materials provide guidance for interpreting student performance through module reviews in Despegando hacia la lectura: FONÉTICA segunda etapa, under “Evaluaciones de la segunda etapa.” The materials explain that module reviews help educators evaluate students’ understanding of completed module content and identify areas that need additional instruction. For example, the materials state, “Cada repaso evalúa el conocimiento de los estudiantes sobre el contenido del módulo completado” and explain that the review “puede alertar al maestro sobre el contenido que necesita más enseñanza, práctica y consolidación.”

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 include guidance for using activities to respond to student performance based on instructional assessments. The materials suggest general next steps such as using assessment data to inform additional instruction, providing more time for practice, assessing students individually, or offering small-group support. However, they do not clearly identify which specific activities educators should use in response to particular assessment results.

The materials do not include guidance for using the included tasks and activities to respond to student trends in performance on assessments. In Despegando hacia la lectura: FONÉTICA segunda 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 intervention “se puede hacer en grupos pequeños o individualmente con el maestro.” In “Repaso del módulo,” the materials clarify that reviews may identify content that “necesita más enseñanza, práctica y consolidación.” However, the guidance remains general and does not specifically identify which included tasks or activities educators should use to respond to particular student trends in performance on assessments.

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 include tools for students to track their own progress and growth but do include tools for educators to track students’ progress and growth in Segunda etapa TRB under “Evaluación de la segunda etapa.” The materials provide an assessment summary that allows educators to record student performance by task and support progress monitoring. The materials also provide progress monitoring tools in Segunda etapa TRB under “Repaso del módulo cuatro,” including an individual record with spaces for student responses and scores by skill. For example, the review record helps educators document student performance across different skills and use the results to plan additional instruction or practice.

The materials do not include resources such as goal-setting forms, self-assessment tools, reflection logs, progress charts, or tracking documents for students to independently track their own progress and growth. However, the materials do include resources for educators to track students’ progress and growth through evaluation records and summary forms in Despegando hacia la lectura: FONÉTICA segunda etapa. For example, the program provides “Hojas de registro de evaluación” for recording student responses and states that “El resumen de la evaluación está diseñado para que el maestro mantenga un resumen de lo que un estudiante sabe sobre cada tarea.”

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.

The materials include guidance for adjusting instruction and providing additional support based on student needs in Segunda etapa TRB, under “Planificación de la enseñanza de la lectoescritura,” “Descripción del programa,” and “Repaso del módulo.” 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 students who need additional support may be assessed individually and receive small-group instruction.

The materials include opportunities for differentiated instruction and additional support for students who have not yet demonstrated proficiency. The materials provide guidance to plan instruction that directs educators to adjust instruction based on students’ needs, stating, “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.” The materials provide scaffolded instructional structures through educator modeling, guided practice, and independent practice. For example, the decodable reading guidance states, “Esto se puede hacer en grupos pequeños, con un compañero o con el maestro,” and directs educators to “Modele cómo leer uno de los textos antes de que los estudiantes lo lean con usted, y luego de forma independiente.” The materials offer guidance on assessment-informed intervention, stating, “Los datos recopilados a través de la evaluación pueden informar la instrucción adicional para estudiantes o grupos de estudiantes,” and explaining that support “se puede hacer en grupos pequeños o individualmente con el maestro.”

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 include pre-teaching or embedded supports for vocabulary and references in the text, such as a section called “Notas didácticas” in the decodable books. For example, in the book Wilbur, under “Palabras de alta utilidad,” the materials state, “Escriba y diga la palabra de alta utilidad: grita. Si es necesario, repase otras palabras de alta utilidad.” The materials also provide support under “Palabras decodificables con el enfoque en la fonética,” where the “Palabras para practicar fonética” include Wilbur, Walter, Weber, Wanda, and Wili. The materials then direct educators to “Pídales a los estudiantes que unan las sílabas y sonidos para leer las palabras decodificables,” such as “Wil-bur.”

The materials include embedded supports for unfamiliar vocabulary in FONÉTICA Stage 2. The materials direct educators to “Explique el significado de palabras desconocidas” and provide definitions such as “una choza es una vivienda” and “El techador es el que pone el techo.” The materials explain unfamiliar vocabulary to support comprehension and word understanding, such as defining “los trabalenguas” as “juegos de palabras divertidos que son difíciles de decir porque tienen sonidos similares que se repiten.”

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. Lessons include tasks such as higher-order thinking questions as well as real-world contexts. For example, in FONÉTICA Stage 2, under “Conexiones interlingüísticas” and the “Extensión” subsection, the materials state, “Read the rhyme aloud and invite students to read along with you.” The materials also direct educators to “Have students talk about the rhyme and find words with the k making the /k/ sound in the rhyme.”

The materials provide guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level skills in Despegando hacia la lectura: FONÉTICA segunda etapa. The materials include a dedicated “Actividades para consolidar el aprendizaje” section that states, “Use las siguientes actividades para que los estudiantes practiquen lo aprendido. Estas actividades se pueden usar para extender el conocimiento y para trabajar en grupos cooperativos.” The materials include activities such as “Carrera de palabras,” “Buscando sonidos,” “Pared de palabras,” “Adivinanzas,” and “Dictado” to apply and extend previously learned phonics and word-study skills. The materials provide “Conexiones interlingüísticas” activities where students read and discuss an English rhyme, identify words containing the target blend, and practice cognate analysis. The materials direct students to “find the words with the cl blend in the rhyme” and use cognates such as clínica/clinic, clima/climate, and clase/class in conversation with a partner. The materials include decodable sentences that help students to reinforce phonics, develop fluency, identify parts of speech, analyze punctuation. The materials also provide independent, partner, and at-home practice.

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 prompts to support the educator in modeling and explaining a concept or skill. In FONÉTICA Stage 2, under módulo 5, unidad 3, “Palabras de alta utilidad,” and “Lo veo y lo digo,” the materials include an educator routine for reviewing previously learned high-utility words and introducing a new word. For example, the materials state, “Repase las palabras ya aprendidas (diversiones, cuidan) con los estudiantes. Diga: Vamos a aprender una palabra nueva.” The materials also guide educators to model syllable and sound analysis by stating, “Escriba la palabra entrenan y diga: Puedo escuchar las sílabas en-tre-nan y los sonidos /e/ /n/ /t/ /r/ /e/ /n/ /a/ /n/.”

The materials provide explicit prompts and educator guidance to support modeling and explaining phonological concepts, consonant blends, and unfamiliar vocabulary in Despegando hacia la lectura: FONÉTICA segunda etapa. The materials direct educators to say, “Vamos a combinar el sonido débil de la vocal u con el sonido fuerte de la vocal e para formar el diptongo ue,” and model the concept through examples and syllable division. The materials provide scripted guidance for consonant blends. For instance, “Diga: La combinación consonántica gl produce el sonido /gl/,” “Pregunte: ¿Qué puedo dibujar que tenga el sonido /gl/ que hace el grupo consonántico gl?” and “Vamos a aprender una nueva palabra.” The materials include additional prompts such as “La combinación consonántica pl produce el sonido /pl/” and “¿Qué puedo dibujar que tenga el sonido /pl/?” The materials provide vocabulary support by directing educators to “Explique el significado de palabras desconocidas; por ejemplo, a cuestas significa cargando algo sobre la espalda,” and “Guíe a los estudiantes a resolver la adivinanza a través de preguntas.”

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 more than one instructional approach, such as direct instruction, guided practice, and daily application. The materials include multiple literacy components under “Actividades en cada unidad didáctica” such as oral language, vocabulary, phonological awareness, phonics, high-utility words, and consolidation. The materials provide guided practice under “Planificación de la enseñanza de la lectoescritura” through games and activities, reading decodable sentences, dictation, and daily reading of decodable texts. The materials also include a lesson structure organized into instructional blocks: 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 minutos.”

The materials provide educators with guidance and recommendations for delivering lessons effectively using multiple instructional approaches in Despegando hacia la lectura: FONÉTICA segunda etapa. The materials direct educators to “Modele cómo leer uno de los textos antes de que los estudiantes lo lean con usted, y luego de forma independiente,” and explain that reading “se puede hacer en grupos pequeños, con un compañero o con el maestro.” The materials include an explicit routine for teaching high-frequency words under “¿Cómo se enseñan las palabras de alta utilidad?” where educators are instructed to “Dibuje una caja de sonido-letra en la pizarra,” “Pídales a los estudiantes que aplaudan el número de sílabas de la palabra,” and “Escriba la letra que representa cada sonido.” The materials provide a unit structure with oral language, vocabulary, phonological awareness, phonics, review, and assessment, with opportunities for whole-group instruction, individual practice, partner work, and small-group intervention. The materials include guidance for “Enseñanza en grupo” and explain that students “practican y aplican nuevos aprendizajes y desarrollan fluidez. Trabajan en pequeños grupos, en pareja, o individualmente.”

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 Segunda etapa TRB, under “Planificación de la enseñanza de la lectoescritura,” the materials specify instructional structures for teaching and consolidating learning. For example, under “Lectura de libros decodificables,” the materials state that 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 guide educators to model reading before students read, both with support and independently.

The materials provide support for multiple types of practice and provide educators with guidance to implement varied instructional structures in Despegando hacia la lectura: FONÉTICA segunda etapa. The materials include “Actividades para consolidar el aprendizaje” that state, “Los estudiantes trabajan en parejas para escribir palabras . . . Los estudiantes comparten sus palabras con otros grupos y después las escriben en un cartel para la clase,” incorporating partner work, group sharing, and independent writing. The materials include “Oraciones para practicar la lectura” where educators are directed to have students read sentences “de manera individual, en parejas o en grupo.” The materials offer “Ideas para practicar la lectura,” which recommend that “toda la clase las lea en conjunto” and that students “practiquen la lectura de forma individual o en parejas.” The materials provide opportunities to read decodable texts “en grupos pequeños, con un compañero o con el maestro” and direct educators to “Utilice las actividades proporcionadas para consolidar el aprendizaje en parejas, grupos pequeños o individualmente.” The materials include “Dictado” and “Léelo” activities for students to apply their skills through guided, collaborative, and independent practice.

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 implementation guidance to help educators use the materials effectively in state-approved bilingual/ESL programs but do include interlinguistic connections in the TRB. For example, the materials state, “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 include a bilingual/ESL resource guide or explicit, structured steps for implementing the program within state-approved dual language immersion, transitional bilingual, or ESL program models. However, FONÉTICA Stage 2 Teacher Resources provides educators with Spanish-language scripts and interlinguistic lessons that support transfer between Spanish and English. For example, the materials state that the program “proporciona a los maestros de diversos programas bilingües una lección sobre las conexiones interlingüísticas” and informs educators whether “un sonido específico en español se transfiere o no al inglés.” Under “Conexiones interlingüísticas,” the materials also state, “Las minilecciones de las conexiones interlingüísticas ayudan a los estudiantes a comprender los sonidos que son iguales en español e inglés.” The materials do not explain how to integrate or use the program systematically within a specific bilingual or ESL instructional model.

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 provide embedded guidance and targeted strategies to support emergent bilingual (EB) students in developing academic vocabulary, comprehension, oral discourse, and cross-linguistic connections in Despegando hacia la lectura: FONÉTICA segunda etapa. Before reading, educators review previously learned high-frequency and decodable words and introduce the text by saying, “Ustedes ya pueden leer todas las palabras de este libro.” During reading, educators model decoding and syllable blending such as /ya/ /ma/, llama. After reading, educators facilitate discussion using literal, inferential, and evaluative comprehension questions. The materials also support Spanish–English transfer through “Conexiones interlingüísticas,” explaining that “el sonido de la Kk es igual en español e inglés.” In the FONÉTICA Stage 2 Teacher Resources manual, 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 bloques in Spanish and blocks in English are cognates because they look similar, sound similar, and have the same meaning in both languages,” and directs educators to “Repeat both words several times with the students to help them make the connection.” However, the materials do not provide explicit guidance for activating students’ prior experiences or building background knowledge through targeted prompts, discussion questions, or activities before reading.

The materials include embedded guidance and targeted strategies to support EB students through oral discourse, vocabulary development, comprehension, and cross-linguistic connections in FONÉTICA Stage 2 Teacher Resources. Under “Vocabulario y lenguaje,” educators are directed to “Explique el significado de palabras desconocidas” and “Explique el significado de palabras nuevas,” while ensuring that students “respondan en oraciones completas.” For example, the materials state, “Hable sobre la rima con los estudiantes, asegurándose que respondan en oraciones completas.” This approach helps support oral language, vocabulary, and comprehension. The materials also provide pre-teaching of unfamiliar vocabulary from reproducible rhymes through an explicit oral routine. In “Conexiones interlingüísticas” and “Minilecciones de conexiones interlingüísticas,” the materials support Spanish–English transfer by explaining the similarities and differences between sounds, such as “Comprender que el diptongo /ei/ no hace el mismo sonido en inglés y español.” In addition, the materials provide strategies for developing comprehension before, during, and after reading, along with comprehension questions in the “Notas didácticas” section of the decodable books. 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 provide 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 Segunda etapa TRB, under “Unidad 2 pl /pl/,” the materials state that the goal is to “understand that the pl /pl/ sound in Spanish is the same as the pl /pl/ sound in English.” The materials provide side-by-side word examples in Spanish and English such as plato, plancha, planeta, plan, and planta alongside planet, plant, plate, plan, and play. The materials also include a “Compare cognates” section where educators are directed to say, “The words planeta in Spanish and planet in English are cognates because they look similar, sound similar, and have the same meaning in both languages.”

The materials provide explicit opportunities for metalinguistic transfer through “Conexiones interlingüísticas” lessons that guide students to compare Spanish and English letter–sound relationships, phonics patterns, and cognates in Despegando hacia la lectura: FONÉTICA segunda etapa. For example, the materials state that students should “Comprender que el sonido de la letra Xx es igual en inglés y español” and “Comprender que la br tiene el mismo sonido en inglés y español.” This helps students transfer phonics knowledge across languages. The materials also guide students to compare shared phonics patterns including ch/ch, bl/bl, cl/cl, and fl/fl. Students compare Spanish words such as plato, plancha, planeta, and planta with English words such as plate, plan, planet, and play. Students also analyze cognate pairs including planeta/planet, plato/plate, chocolate/chocolate, bloques/blocks, clínica/clinic, clima/climate, clase/class, club/club, and flor/flower.

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

The materials provide a structured and sequential approach to phonics instruction throughout FONÉTICA Stage 2. The materials include a scope and sequence that introduces targeted sound–spelling patterns, connects each pattern to high-utility words, and provides opportunities for students to apply each skill in decodable texts. The materials begin instruction with patterns such as ch /ch/, ei /ei/, ie /ie/, ñ /ñ/, ai /ai/, and ue /ue/ before progressing to more complex consonant blends and orthographic patterns, including bl /bl/; cl /cl/; fl /fl/; gl /gl/; pl /pl/; br /br/; cr /cr/; fr /fr/; k /k/; x /s/, /ks/, and /j/; güe/güi /ü/, and w /gu/. For example, in module 4, the materials introduce ch /ch/ using the word chango and then progress to vowel combinations such as ie /ie/ in pie and ue /ue/ in fuego. The materials continue this progression in module 5 by introducing consonant blends such as gl /gl/ in globo, pl /pl/ in pluma, br /br/ in brazo, and cr /cr/ in crayón.

The materials include systematic and sequenced instruction of phonics sound–symbol correspondence skills. For example, Despegando hacia la lectura: FONÉTICA segunda etapa states that the program is presented “en una forma sistemática” and that “sigue una secuencia tradicional” and progresses through “vocales, consonantes no variantes, consonantes variantes, sílabas simples, sílabas complejas, diptongos e hiatos.” The “Alcance y secuencia” includes ch, ei, ie, ñ, ai, ue, bl, cl, and fl and progresses to gl, pl, br, cr, fr, and x. Each phonics focus includes “Diez libros decodificables.” Students are directly taught /ch/ through /ch/ /a/ = cha and /ch/ /e/ = che.

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) practice as well as intentional ongoing practice in phonics (sound–symbol correspondence) skills, both in isolation and through decodable texts in FONÉTICA Stage 2. For example, in módulo 5, unidad 7, the educator introduces x and its sounds /s/, /ks/, and /j/; models how to write uppercase and lowercase Xx; and guides students to combine x with vowels to form syllables. Students practice the correspondence in isolation by reading and writing syllables and words that contain x. Students also use sound boxes with the high-utility words columpia and columpiamos, combining sounds, identifying the stressed syllable, separating and counting syllables, and joining syllables to form words. The lesson also includes ongoing review under “Repaso,” where students revisit previously taught sounds and consonant blends. Students then apply the targeted sound–spelling patterns through “Aprendizaje consolidado,” including dictation, practice sentences, and the decodable text “¡No hay excusa!”

The materials provide opportunities for explicit (direct) practice as well as intentional ongoing practice for phonics (sound–symbol correspondence) skills, both in isolation and through decodable texts. For example, the materials provide opportunities for explicit practice in isolation with gr, pr, tr, dr, au, ay, ey, oi, eu, ia, iu, ui, io, ua, uo, and ou as well as the hiatuses ae, ee, ea, and eo. In Despegando hacia la lectura: FONÉTICA segunda etapa, módulo 4, unidad 3 provides opportunities for practice with the diphthong ie through vowel blending, syllable segmentation, syllable manipulation, sentence writing, and dictation using pie, hielo, diente, miedo, and nieve. The materials provide opportunities for practice through the decodable text “Las patas y las alas de los animales.” The materials provide opportunities for intentional ongoing practice through “Diez libros decodificables” in each module and review of previously taught units. Módulo 4 includes decodable texts aligned with ch, ei, ie, ñ, ai, ue, bl, cl, and fl, including El sol sale, Las patas y las alas de los animales, El nido de Luela, and Flaco.

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

The materials provide guidance on delivering daily lessons for explicit (direct) phonics instruction along with educator modeling in FONÉTICA Stage 2. For example, in módulo 5, unidad 8, the lesson focuses on ü /u/. The educator models the target sound through the rhyme “El pingüino” and directs students to listen for and repeat the sound in words containing güe and güi. Under “Conciencia fonológica,” the educator explicitly guides students to combine sounds to form syllables, identify the stressed syllable, separate and count syllables, and join syllables to form words. The materials include direct prompts such as “Diga los sonidos de cada letra” and direct students to repeat and blend the sounds to produce syllables. Students then apply the skill with words such as pingüino, vergüenza, desagüe, and trilingüe. The “Repaso” section also directs the educator to revisit previously taught sounds and consonant blends before students continue with the new pattern.

The materials provide guidance on delivering daily lessons for explicit (direct) phonics instruction and include educator modeling. For example, in Despegando hacia la lectura: FONÉTICA segunda etapa, under “Conectar las letras y el sonido” the materials direct the educator to state, “El dígrafo ch produce el sonido /ch/,” and explain that the letters in the digraph are not separated. The educator models the sound using chaleco, chivo, and chile. In “Formar sílabas,” the educator models cha, che, chi, cho, and chu by saying and pointing to each syllable before students repeat it. The materials also direct the educator to explain, “La vocal a y la vocal i se juntan para formar el diptongo /ai/,” and model baile, mosaico, paisaje, and caimán through scripted prompts beginning with “Diga.” The “Fonética” section directs educators to “conectar el sonido con las letras,” and the “Palabras de alta utilidad” section includes explicit word 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 include daily lessons with opportunities for explicit (direct) guided instruction and provide suggestions for immediate and corrective feedback in FONÉTICA Stage 2. For explicit (direct) guided instruction, in módulo 5, unidad 8, the educator models the target sound–spelling pattern and guides students to repeat sounds, combine them into syllables, identify the stressed syllable, separate and count syllables, join syllables, and manipulate syllables in words such as Wendy, kiwi, webinario, and sándwich. For immediate feedback, the educator listens as students pronounce, segment, and combine the sounds and syllables, then prompts them to repeat the words and correctly identify the stressed syllable before continuing. During writing practice, students spell and write the target word several times, and educators are directed to “Revise lo escrito,” allowing them to address errors as students work. For corrective feedback, during “Dictado,” the educator writes the correct sentence on the board and directs students to “revisen y corrijan la oración que escribieron.”

The materials include daily lessons with opportunities for explicit (direct) guided instruction and provide instructions for immediate and corrective feedback. For example, in Despegando hacia la lectura: FONÉTICA segunda etapa, módulo 4, unidad 1 includes guided instruction under “Fonética” as the educator shows that ch produces /ch/; helps students blend cha, che, chi, cho, and chu; and has students write the digraph. The materials outline steps to give immediate feedback by directing educators to “Pídales a los estudiantes que escriban la palabra varias veces. Revise lo escrito.” The materials outline steps to give corrective feedback in “Aprendizaje consolidado” by directing the educator to write the dictated sentence on the board so that students “revisen y corrijan la oración que escribieron.” The phonics lessons also include “el conocimiento de palabras, rimas, sílabas y fonemas” as opportunities for immediate and corrective feedback.

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 provide multiple opportunities for students to practice their phonics skills through collaborative learning and independent practice within the same daily lesson in FONÉTICA Stage 2. In módulo 5, unidad 5, a collaborative learning opportunity appears under “Morfología: aumentativos,” where students work “en parejas” to form augmentatives by adding the suffixes -ote or -ota to words such as pelota, fruta, silla, libro, and frasco. A second collaborative opportunity occurs during “Dictado,” when students may work with a partner to dictate the sentence, listen for the sounds and syllables, and check their written responses together. The lesson also includes opportunities for independent practice. Under “Escribir oraciones,” students independently write a sentence using syllables with fr, applying capitalization, spacing, and punctuation. Under “Léelo,” students independently practice previously learned syllables, read the module’s practice sentences, and apply the target phonics pattern in the decodable text Francis y Frida. Students also independently practice the high-utility word golpear by identifying its sounds, spelling it aloud, and writing it several times.

The materials include 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 segunda etapa, módulo 4, unidad 1 includes phonics practice through “Separar y contar sílabas,” “Unir sílabas,” “Manipular sílabas,” “Formar sílabas,” “Escribir una oración,” “Dictado,” and “Léelo.” The materials provide opportunities for collaborative learning as students repeat sounds and blend ch with vowels to form cha, che, chi, cho, and chu, stating that students “corten cada palabra y la vuelvan a formar con un compañero,” and “trabajar con un compañero y dictarse la oración.” Students also read decodable texts “en grupos pequeños, con un compañero o con el maestro” and participate in group discussions. The materials provide opportunities for independent practice as students write ch multiple times, complete “Dictado,” read decodable texts “de forma independiente,” and “practiquen otras actividades de consolidación.”

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

The materials include activities that intentionally provide cumulative review and practice of phonics skills throughout FONÉTICA Stage 2. The section “Segunda etapa: alcance y secuencia” shows that review is embedded across modules 4 and 5. Module 4 introduces patterns such as ch /ch/, ei /ei/, ie /ie/, ñ /ñ/, ai /ai/, ue /ue/, bl /bl/, cl /cl/, and fl /fl/ and concludes with a “Repaso” of all phonics focuses and high-utility words from the module. Module 5 builds on this learning by introducing more complex patterns, including gl /gl/; pl /pl/; br /br/; cr /cr/; fr /fr/; k /k/; x /s/, /ks/, and /j/; güe and güi /ü/; and w /gu/, followed by another cumulative review. For example, lessons focused on cl, gl, and br include “Repaso” sections, in which students revisit previously taught sounds, diphthongs, and consonant blends before practicing the new correspondence.

The materials include activities that intentionally provide cumulative review and practice of phonics skills throughout the curriculum. For example, each unit pairs a targeted phonics focus with decodable texts and phonics-focused words, including /ch/ in El sol sale, /ue/ in El nido de Luela, and /fl/ in Flaco. At the end of módulo 4, the “Repaso” lesson reviews /ch/, /ei/, /ie/, /ñ/, /ai/, /ue/, /bl/, /cl/, and /fl/. The “Repaso del módulo” evaluates previously taught content and identifies skills that require additional instruction, practice, and consolidation, while students who do not require intervention continue with “actividades de consolidación proporcionadas.” Each lesson also includes “Repaso” activities that review “la correspondencia de las letras y los sonidos aprendidos en unidades previas.” In módulo 4, “Repaso,” students practice through “Unir sílabas,” “Segmentación de sílabas,” “Manipular sílabas,” “Lectura,” “Dictado,” and “Palabras de alta utilidad.”

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

The materials include opportunities to practice phonics patterns that are explicitly introduced in FONÉTICA Stage 2. For example, in módulo 5, unidad 2, the lesson explicitly teaches the consonant blend br /br/ before students practice it. The educator models the target blend, guides students in combining br with vowels to form syllables, and provides opportunities for practice with words containing the correspondence. Students then identify the stressed syllable, separate and count syllables, join syllables to form words, and manipulate syllables in words such as brisa, broche, broma, and brillar. The lesson also includes review of previously taught sounds and blends under “Repaso,” followed by dictation, sentence writing, high-utility-word practice, and reading of the aligned decodable text.

The materials provide opportunities to practice phonics skills that are explicitly taught. For example, in Despegando hacia la lectura: FONÉTICA segunda etapa, módulo 4, unidad 1 explicitly teaches the digraph ch and the sound /ch/ in “Conectar las letras y el sonido” before students form cha, che, chi, cho, and chu; write ch; write a sentence containing ch; and read words with the target pattern. Students then practice /ch/ using El sol sale and the words muchos, echa, cachorros, and chico. In módulo 4, unidad 8, the materials explicitly direct students to “Identificar y conectar cl con el sonido /kl/” before they practice through phonological-awareness, dictation, and reading activities using clavo, clínica, clavel, clase, and club. The educator is directed to “Pídales a los estudiantes que practiquen la lectura con las sílabas que ya han aprendido.” The “Alcance y secuencia” includes “sonido /ei/,” “sonido /bl/,” “sonido /kl/,” “sonido /gl/,” and “sonido /br/,” followed by a review of each module’s phonics focus.

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

The materials include decodable texts that provide opportunities for cumulative practice of phonics skills explicitly taught in FONÉTICA Stage 2. For example, the module 4 texts reinforce taught patterns such as ch, ei, ie, ñ, ai, ue, bl, cl, and fl through stories such as “El sol sale,” “Los nidos de las hormigas,” “La neblina,” “Cleto y la neblina,” and “Flaco.” In the “Notas didácticas” for “La neblina,” educators first review bl /bl/ and direct students to repeat “bla, ble, bli, blo y blu.” Students then combine the syllables in ne-bli-na to decode the focus word before reading. The materials state, “Ustedes ya pueden leer todas las palabras de este libro,” indicating that the text uses sound–spelling patterns that students have already learned. During reading, students apply the pattern to words such as neblina, reread independently for fluency, and identify the syllable containing bl. As students progress to module 5, the decodable texts introduce additional taught patterns such as gl, pl, br, cr, fr, k, x, güe/güi, and w while continuing to reinforce earlier correspondences.

The materials include decodable texts that incorporate opportunities for cumulative practice of taught phonics skills. For example, Despegando hacia la lectura: FONÉTICA segunda etapa includes the decodable text “¡Tengo las mejores patas!” in the “Repaso” lesson to review /ch/, /ei/, /ie/, /ñ/, /ai/, /ue/, /bl/, /cl/, and /fl/. In módulo 5, unidad 2, the lesson focuses on pl. Students read the rhyme “Platos y más platos”; form pla, ple, pli, plo, and plu; identify the stressed syllable in pluma and plomero; separate and count syllables; join syllables; and manipulate syllables. The lesson also includes a “Repaso” of gl. Students learn /ei/ through veinte, peine, reina, and aceite before applying taught phonics skills in Los nidos de las hormigas. The “Libros decodificables” include El sol sale for /ch/, Los nidos de las hormigas for /ei/, and El nido de Luela for /ue/.

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

The materials include lessons with an instructional phonics focus and opportunities for practice in isolation as well as in decodable connected text. For example, in Despegando hacia la lectura: FONÉTICA segunda etapa, módulo 5, unidad 5 explicitly focuses on connecting the consonant blend fr with the sound /fr/. For practice in isolation, students repeat and combine the sounds with vowels to form fra, fre, fri, fro, and fru; identify the stressed syllable; separate and count syllables; join syllables to form words; and manipulate syllables in frontera, fresa, fresco, and fruta. Students also write a sentence containing fr; practice the high-utility words jaguar and cocodrilo with “cajas de sonido”; and study the diminutives crema/cremita, pollo/pollito, libro/librito, and galleta/galletita. For practice in decodable connected text, students apply the target pattern through “Léelo,” where they read the module’s practice sentences and the aligned decodable text “La cola de los animales.” The lesson also includes “Dictado” and oral-language practice through the rhyme “María fue al mercado,” which includes fresas and frambuesas.

The materials include lessons with an instructional phonics focus and opportunities for practice in isolation as well as in decodable connected text. For example, in Despegando hacia la lectura: FONÉTICA segunda etapa, módulo 5, unidad 2 includes an instructional focus on pl. Students practice the skill in isolation through pla, ple, pli, plo, and plu. Students identify stressed syllables, separate and count syllables, join syllables to form words, and manipulate syllables. They apply the same skill in connected text through “Platos y más platos.” The materials also include an instructional focus on /ei/. Students practice the skill in isolation by combining vowels, separating and counting syllables, joining syllables to form words, and manipulating syllables using peine, veinte, and peinar. Students apply the skill in the decodable text “Los nidos de las hormigas.” In módulo 4, unidad 3, the materials include an instructional focus on /ie/. Students combine vowels as well as separate and count syllables before applying the taught phonics pattern in Las patas y las alas de los animales.

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

The materials include a variety of developmentally appropriate assessment tools in FONÉTICA Stage 2 that progress from simpler phonics tasks to more complex applications of reading, writing, and morphology. The assessment overview explains that the evaluation “continúa con las consonantes e introduce diptongos, sílabas complejas y morfología,” showing that the tasks build on previously developed skills. One assessment tool measures “Lectura de sílabas simples (CV),” where students read familiar syllables such as che, ñu, ka, xi, and wo. A second tool increases the level of complexity through “Lectura de sílabas complejas (CCV),” including patterns such as bla, flu, bre, ple, cro, and fre. The material includes additional assessments that require students to write words such as chico, gloria, puerta, blusa, cigüeña, and flor. Students also apply morphological knowledge to plurals, diminutives, augmentatives, and compound words. The materials state that the evaluation may help determine “lo que los estudiantes saben o si tienen alguna dificultad” with complex syllables, simple-syllable words, high-utility words, and writing. They also direct educators to “Descontinúe el proceso de evaluación si el estudiante comete cinco o más errores.” This prevents students from continuing on to tasks beyond their current level.

The materials include a variety of developmentally appropriate assessment tools. For example, Despegando hacia la lectura: FONÉTICA segunda etapa assesses students through “separación de palabras en sílabas,” “lectura de sílabas simples (CV),” “lectura de sílabas complejas (CCV),” “lectura de palabras con CV, CCV y CVV,” “palabras de alta utilidad,” “escritura,” and “morfología.” The assessment package includes “hojas de tareas,” “registros de evaluación,” and a “Resumen de la evaluación,” where educators record “puntajes” and “comentarios” for each task. 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 include progress monitoring tools that systematically and accurately measure students’ acquisition of phonics skills in FONÉTICA Stage 2. The “Hoja de registro de la tarea de evaluación 3: lectura de sílabas complejas (CCV)” outlines a procedure for assessing students’ ability to decode complex syllables that contain previously taught consonant blends. The directions state, “Pídale al estudiante que lea las sílabas de cada fila” and “Registre si el estudiante lee cada una de las sílabas correctamente.” To support administration, the educator reveals one row at a time while keeping the remaining rows covered. Students read 40 controlled CCV syllables, including bla, flu, bre, ple, cro, fre, gli, cla, bro, fra, blu, gle, bru, pla, glo, fru, and ble. The corresponding record sheet provides a score for each row and a total score out of 40, allowing educators to document accuracy across multiple consonant blends and vowel combinations.

The materials include progress monitoring tools that systematically and accurately measure students’ acquisition of grade-level phonics skills. For example, Despegando hacia la lectura: FONÉTICA segunda etapa includes seven assessment tasks: “Separar palabras en sílabas,” “Lectura de sílabas simples (CV),” “Lectura de sílabas complejas (CCV),” “Lectura de palabras (CV, CCV, CVV),” “Palabras de alta utilidad,” “Escritura,” and “Morfología.” Individual “registros de evaluación” document student responses for each skill area. The “Resumen de la evaluación” records “puntajes de cada tarea,” “comentarios” and a “puntaje total.” The administration guidance directs educators 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 include opportunities for assessment across FONÉTICA Stage 2 that are aligned with consistent progress monitoring record sheets and reflect the sequence of skills taught throughout the stage. The materials include “Separar palabras en sílabas,” “Lectura de sílabas simples (CV),” “Lectura de sílabas complejas (CCV),” “Lectura de palabras,” “Palabras de alta utilidad,” “Escritura,” and “Morfología.” For example, the “Hoja de registro de la tarea de evaluación 3: lectura de sílabas complejas (CCV)” measures students’ reading of 40 syllables that contain taught consonant blends, including bla, flu, bre, cro, fri, glu, pla, glo, and ble. The educator is directed to reveal one row at a time and “Registre si el estudiante lee cada una de las sílabas correctamente,” providing a consistent procedure and total score out of 40. Additional tools assess word writing with words such as chico, gloria, puerta, blusa, cigüeña, and flor as well as morphology through plurals, diminutives, augmentatives, and compound words. The materials state that task and record sheets can be used “tantas veces como sea necesario,” allowing educators to repeat assessments during the stage, document growth, identify needs, and plan targeted individual or small-group instruction.

The materials include opportunities for assessment across the span of the school year in alignment with progress monitoring tools. For example, Despegando hacia la lectura: FONÉTICA segunda etapa includes recurring “Repaso del módulo” assessments that evaluate previously taught phonics skills, identify students who are ready to advance or require additional support, and determine content requiring further “enseñanza, práctica y consolidación.” 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 program explains that “las evaluaciones formales e informales son importantes,” and “los resultados de cada estudiante se registran en el resumen de la evaluación.” Assessment of the stage includes seven tasks for “separación de palabras en sílabas,” “lectura de sílabas simples,” “lectura de sílabas complejas,” “lectura de palabras,” “palabras de alta utilidad,” “escritura,” and “morfología.” Each task includes an evaluation record for documenting students’ 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 include a data-management tool in FONÉTICA Stage 2 that organizes individual student data by a targeted phonics skill. The “Hoja de registro de la tarea de evaluación 2: lectura de sílabas simples (CV)” provides spaces for the student’s name, age, and date and records performance across five rows of CV syllables. The educator is directed to “Registre si el estudiante lee cada una de las sílabas correctamente.” Each row includes a score out of five, and the table provides a cumulative total out of 25.

The materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction. For example, Despegando hacia la lectura: FONÉTICA segunda etapa includes assessment records for each task where educators record “las respuestas del estudiante” and “el número de respuestas correctas.” The materials use review data to determine student readiness and instructional needs. The “Repaso del módulo” states, “El repaso del módulo identifica a los estudiantes que están listos para avanzar al siguiente módulo del programa,” while students who need additional support receive individualized or small-group instruction based on the review results.

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 include a whole-class data-management tool that allows educators to compile, compare, or analyze assessment results for an entire class. The materials provide 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 organizes results across multiple students to support whole-class instructional planning.

The materials do not include data-management tools for tracking whole-class student progress to analyze patterns and student needs. For example, the materials include “Hojas de registro de evaluación” and a “Resumen de la evaluación” for tracking individual student data, but do not include tools for tracking whole-class progress or analyzing patterns and needs in the data.

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 instructions 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 provide 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 instructions for determining the frequency of progress monitoring based on students’ individual strengths and needs. For example, the materials include “Repaso del módulo,” “Evaluaciones de etapa,” individual assessment records, and evaluation summaries. All students complete progress monitoring assessments at fixed intervals as well as at the end of each module, and each stage includes an evaluation used to place students in the program or advance them to the next stage. However, the materials do not specify how often assessments should be administered based on individual performance. In addition, the materials do not recommend increased monitoring for students who need additional support or reduced monitoring for students performing at or above grade level.

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

The materials do not outline steps for how to accelerate learning based on progress monitoring data in order to achieve mastery of specific concepts. For example, Despegando hacia la lectura: FONÉTICA segunda 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 explicitly instruct educators how to help students develop oral language and oracy through educator modeling and guided practice. For example, the materials include an oral language example in módulo 4, unidad 3, where the “Lenguaje oral—Dilo” routine directs the educator to “Lea la rima e invite a los estudiantes a repetir después de usted. Enfóquese en el sonido /ñ/, la rima y el ritmo. Aplaudan las sílabas de las palabras que tengan el sonido /ñ/.” Another oral language example appears in “Conciencia fonológica,” where students participate in “Combinar sonidos,” “Identificar la sílaba tónica,” “Separar y contar sílabas,” and “Unir sílabas.” An oracy example asks students, “¿Cómo aplicarían el diminutivo a la palabra araña?” and guides them to respond with “arañita.” Another oracy example in “Vocabulario y lenguaje” directs the educator to “Hable sobre el poema con los estudiantes y asegúrese que respondan en oraciones completas.”

The materials outline systematic steps for educators to help students develop oral language and oracy through recurring routines that build across lessons. For example, the materials include oral language in “Descripción del programa,” which states, “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.” Another oral language example appears in módulo 4, unidad 7, where the educator is directed to “Lea el poema para los estudiantes, enfatizando la rima, el ritmo y el sonido /kl/ de la combinación consonántica,” and students “Aplaudan las sílabas al leer la rima.” An oracy example directs the educator to “Explique el significado de palabras desconocidas,” “Haga un cartel con dibujos de lo que los estudiantes pueden reciclar en la escuela,” and “Hable sobre el poema con los estudiantes y asegúrese que respondan en oraciones completas.”

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 include opportunities for students to engage in social and academic communication for different purposes and audiences. For example, in “Carrera de palabras,” “Actividades para consolidar el aprendizaje” states, “Los estudiantes trabajan en parejas para escribir palabras con el sonido y las sílabas aprendidas en la lección. Los estudiantes comparten sus palabras con otros grupos y después las escriben en un cartel para la clase.” In “Buscando sonidos,” the materials direct educators to “Pídales a los estudiantes que compartan las palabras que encontraron y las escriban en un cartel para la clase.” In “Adivinanzas,” the materials explain, “Después, dicen dos pistas de la palabra a la clase. Los demás estudiantes tratan de adivinar la palabra.” In “Dictado,” the materials state, “Los estudiantes toman turnos dictando una oración que tiene el sonido y las sílabas de la lección. Los estudiantes escriben la oración y la comparten con su grupo.”

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 segunda etapa, módulo 4, unidad 5, the “Lenguaje oral—Dilo” section includes the rhyme “Baila” and invites students to repeat it while focusing on /ai/ and rhythm. The “Vocabulario y lenguaje” section directs the educator to explain unfamiliar words, discuss how sounds are repeated when clapping or dancing, and ensure that students “respondan en oraciones completas.” In “Conciencia fonológica—Escúchalo,” students blend vowels to form diphthongs, separate and count syllables, blend syllables into words, manipulate syllables, repeat words, explain responses, and participate in whole-group discussions. Students also read sentences aloud “individualmente,” “en parejas,” “en grupos pequeños,” and “con miembros de la familia.” The materials direct students to “repitan los sonidos y los combinen para formar una sílaba,” “escriban la oración, la corten en palabras y la vuelvan a formar con un compañero,” “repitan la oración y la escriban,” “revisen y corrijan la oración que escribieron,” and “practiquen la lectura con las sílabas ya aprendidas.”

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 include authentic opportunities in Spanish for students to ask questions to understand information. The materials do provide opportunities for students to listen actively, engage in discussion, and share information and ideas. For example, “Descripción del programa” explains that “Los alumnos desarrollan la comprensión auditiva cuando escuchan literatura, cantos y rimas, y comprenden el significado de lo que oyen.” The materials also state that “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 in Spanish for students to ask questions in order to understand information, but do include opportunities for them to listen actively, engage in discussion, and share information and ideas. For example, in Despegando hacia la lectura: FONÉTICA segunda etapa, the “Después de leer” section asks the literal question, “¿Qué hacen los cachorros cuando sale el sol?”; the inferential question “¿Por qué se esconde el conejo cuando ve al zorro?”; and the evaluative question “¿Creen que a todos los animales les gustan los días soleados?” In “Lenguaje oral—Dilo,” students listen to “Baila,” repeat it with the educator, and focus on /ai/ and rhythm. In “Vocabulario y lenguaje,” students discuss “ritmo” and repeated sounds produced through clapping and dancing and “respondan en oraciones completas.” The materials state that students “escuchan literatura, cantos y rimas, y comprenden el significado de lo que oyen.” The materials include “preguntas de comprensión literal, inferencial y evaluativa.” Students “repitan la rima,” “usen la palabra en una oración propia,” and “expliquen el significado de palabras nuevas.” They participate with a partner, in small groups, and individually.

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

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

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)

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

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).

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

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)

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

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 for basic decoding and encoding in Spanish. For example, “Segunda etapa: alcance y secuencia” introduces “sonido /ch/ escrito con ch,” “sonido /ei/ escrito con ei,” “sonido /ie/ escrito con ie,” “sonido /ñ/ escrito con Ññ,” “sonido /ai/ escrito con ai,” “sonido /ue/ escrito con ue,” “sonido /bl/ escrito con bl,” “sonido /kl/ escrito con cl,” and “sonido /fl/ escrito con fl,” followed by decodable words and texts using each focus. 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 y complejas.” The materials also explain, “Además se introducen los diptongos. Los estudiantes aprenden a manipular y combinar sílabas iniciales, finales y medias para crear nuevas palabras.” In “Repaso,” the materials direct educators to “Repase la correspondencia de las letras y los sonidos aprendidos en unidades previas.”

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 segunda etapa, módulo 4, unidad 1, the “Conectar las letras y el sonido” routine directly teaches that the digraph ch represents the sound /ch/. During “Formar sílabas,” the educator shows students how to blend the digraph with vowels to read cha, che, chi, cho, and chu. Students then decode words containing the target pattern and encode it during “Escribir una oración” by writing words and a sentence with syllables containing ch. The “Alcance y secuencia” systematically progresses from consonants and digraphs to diphthongs, consonant blends, and increasingly complex spelling patterns. The “Unidades didácticas de fonética del módulo cuatro” and “Unidades didácticas de fonética del módulo cinco” identify an “Enfoque fónico” that corresponds to “Palabras de alta utilidad” and aligns with decodable books. In the “Lenguaje oral” and “Escríbelo” components, students practice letter–sound connections through oral blending, reading, and writing. The materials state, “Se desarrolla la conciencia fonológica a través de actividades auditivas enfocadas en el sonido de la letra que se presenta en la unidad, seguidas por la mezcla de las consonantes con las vocales para formar sílabas simples y complejas. Además, se introducen los diptongos.”

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 when connecting phonemes to letters within words. The materials include explicit instruction in Spanish focused on connecting phonemes to letters within words. For example, in “Conectar el diptongo /ie/ con las vocales ie,” módulo 4, unidad 3 states, “La vocal i se junta con la vocal e para formar el diptongo ie” and “En la palabra pie, las vocales ie forman el diptongo ie.” In “Palabras de alta utilidad,” módulo 5, unidad 3 states, “Puede escuchar las sílabas en-tre-nan y los sonidos /e/ /n/ /t/ /r/ /e/ /n/ /a/ /n/” and “Voy a decir la palabra en sílabas y voy a poner una marca en cada caja por cada sonido que escucho. Después, escribiré la letra que representa el sonido.”

The materials include explicit educator modeling and guided practice, such as “La combinación consonántica dr produce el sonido /dr/,” “Voy a decir el sonido de la combinación consonántica dr y cada vocal . . . Pídales a los estudiantes que repitan los sonidos y los combinen para formar una sílaba,” and “Revise lo escrito.” However, the materials do not provide recommended explanatory feedback based on common errors or misconceptions 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)

The materials include a variety of activities and resources in Spanish for students to develop their understanding of applying letter–sound correspondences in order to decode words in isolation as well as in authentic decodable connected text in Spanish. For example, in módulo 4, unidad 1, students learn that the digraph ch represents the sound /ch/. They apply this correspondence by blending syllables and decoding words such as chico, mucho, and echa. Students also identify the target pattern within words and use the newly learned correspondence during guided reading activities. In connected text, students apply the /ch/ correspondence along with previously taught phonics patterns in order to read words and sentences in a decodable passage.

The materials include a variety of activities and resources in Spanish for students to practice applying letter–sound correspondences in order to decode words in isolation as well as in authentic decodable connected text in Spanish. For example, in módulo 5, unidad 9, the “Formar sílabas” routine states, “En un cartel, combine la letra w con los sonidos de las vocales para formar sílabas. Pídales a los estudiantes que repitan los sonidos y los combinen para formar una sílaba. Apunte a la letra w y a cada vocal mientras los estudiantes leen la sílaba.” In “Léelo,” students “practiquen la lectura con las sílabas que ya han aprendido.” Students practice in connected text through decodable texts using “Palabras con enfoque fónico” such as Gladys, Glen, emplean, playas, Bruno, Brenda, creen, crea, Francis, and fresa.

The materials include a variety of activities and resources in Spanish for reinforcing students’ understanding of applying letter–sound correspondences through cumulative review in order to decode words in isolation as well as in authentic decodable connected text in Spanish. For example, “Segunda etapa: alcance y secuencia” includes a “Repaso” of previously taught consonants, digraphs, diphthongs, syllables, and high-frequency words from “módulos 4–5.” The “Lista de libros decodificables” includes phonics focuses such as /gl/, /pl/, /br/, /cr/, /fr/, /k/, /s/, /ks/, /j/, /u/, and /gu/ along with “Palabras con enfoque fónico” and “Palabras de alta utilidad.” The materials state that the review text “contiene palabras con las correspondencias entre letras y sonidos que se enseñan a lo largo del módulo cinco.” The “Evaluación de la segunda etapa” cumulatively reinforces “sílabas simples,” “sílabas complejas,” “lectura de palabras,” and “cómo leer y escribir palabras.”

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 include a systematic and authentic Spanish sequence for introducing phonological awareness activities. The sequence begins with simpler blending, segmenting, and syllable awareness tasks and gradually moves on to more complex phonological awareness skills that require students to analyze and manipulate syllables within words. For example, in “Conciencia fonológica,” módulo 4, unidad 1 includes “Combinar vocales,” “Separar y contar sílabas,” “Unir sílabas,” and “Manipular sílabas.” The materials direct the educator to “Vamos a combinar el sonido fuerte de la vocal e con el sonido débil de la vocal i para formar el diptongo ei” and “Diga la palabra y pídales a los estudiantes que la repitan y la separen en sílabas.” These earlier activities require students to combine vowel sounds, identify syllable parts, and practice separating and joining syllables. Later, módulo 5, unidad 2 includes “Combinar sonidos,” “Identificar la sílaba tónica,” “Separar y contar sílabas,” “Unir sílabas,” and “Manipular sílabas.” The materials increase in complexity. Students must identify the stressed syllable and remove or substitute syllables to create new words. The materials direct the educator to “Luego pídales que quiten una sílaba y la sustituyan para formar una palabra nueva.”

The materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities. The sequence begins with larger units of sound and progresses to more complex syllable-level skills. For example, in módulo 4, unidad 1, instruction begins with oral language through “Lenguaje oral,” where students engage with rhymes before moving on to phonological awareness tasks. Students then “Combinar las vocales para formar un diptongo,” including the diphthong /ei/; “Separar y contar sílabas”; “Unir sílabas para formar palabras”; and “Manipular sílabas.” In módulo 4, unidad 2, students blend syllables to form words such as /pei/ + /ne/ = peine, and manipulate syllables by deleting and substituting syllables to create new words. Later in the stage, students continue the progression with more complex tasks such as “Combinar sonidos para formar sílabas,” “Identificar la sílaba tónica,” “Separar y contar sílabas,” “Unir sílabas para formar palabras,” and “Manipular sílabas.” The materials include examples of syllable manipulation such as “quiten /na/,” “agreguen /em/ al principio,” “quiten /sa/ y pongan /ya/,” and “quiten /che/ y pongan /ma/,” showing a progression from larger units of sound to increasingly complex manipulation of syllable patterns.

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 provide explicit instruction authentic to Spanish for teaching phonological awareness skills and identifying potentially confusing sound patterns. For example, in “Conciencia fonológica,” módulo 5, unidad 6 includes “Combinar sonidos,” “Identificar la sílaba tónica,” “Separar y contar sílabas,” and “Unir sílabas.” The materials also state, “La letra Xx tiene tres sonidos. Al principio de la palabra suena /s/, como en xilófono. Suena /ks/ en la posición media de palabras como extra y también suena /j/, como en México.” In módulo 5, unidad 8, the materials explain that “La letra Ww no se usa frecuentemente en español. Las palabras en que se usa provienen de otros idiomas.” However, the materials do not provide guidance on giving students explanatory feedback based on common errors and misconceptions in phonological awareness.

The materials do not provide guidance on giving students explanatory feedback based on common errors or misconceptions that occur during phonological awareness instruction. Although the lessons provide explicit instructional routines, educator prompts, and a systematic sequence of phonological awareness activities, they do not clarify how to identify, address, or correct predictable student errors or misconceptions. For example, in Despegando hacia la lectura: FONÉTICA segunda etapa, the materials identify a Spanish-specific sound pattern by explaining, “La letra Xx tiene tres sonidos. Al principio de la palabra suena /s/, como en xilófono. Suena /ks/ en la posición media de palabras como extra y también suena /j/, como en México.” The materials direct educators to sort and discuss words according to each sound. However, this guidance explains the sound pattern of Xx rather than giving explanatory feedback to students based on common errors or misconceptions during phonological awareness instruction.

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 include a variety of activities and resources (including memory-building strategies) in Spanish for students to develop, practice, and reinforce their phonological awareness skills through cumulative review. For example, in “Lenguaje oral,” módulo 4, unidad 8 states, “Lea la rima para los estudiantes, enfatizando la rima, el ritmo y el sonido /fl/ de la combinación consonántica fl. Aplaudan las sílabas de las palabras que tengan el sonido /fl/ al leer la rima. Alternativamente, invite a los estudiantes a tronar los dedos al decir cada sílaba.” In “Conciencia fonológica,” the materials include “Combinar sonidos,” “Identificar la sílaba tónica,” “Separar y contar sílabas,” and “Unir sílabas.” In “Repaso,” the materials direct the educator to “Repase los sonidos, diptongos y grupos consonánticos aprendidos.” “Oraciones de práctica” states, “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 seis del módulo uno, los estudiantes leen dos oraciones que refuerzan los sonidos y las sílabas ya enseñadas.”

The materials include a variety of activities and resources (including memory-building strategies) in Spanish for students to develop, practice, and reinforce their phonological awareness skills through cumulative review. For example, in “Lenguaje oral,” módulo 4, unidad 8 states, “Lea la rima para los estudiantes, enfatizando la rima, el ritmo y el sonido /fl/ de la combinación consonántica fl. Aplaudan las sílabas de las palabras que tengan el sonido /fl/ al leer la rima. Alternativamente, invite a los estudiantes a tronar los dedos al decir cada sílaba.” In “Conciencia fonológica,” the materials include “Combinar sonidos,” “Identificar la sílaba tónica,” “Separar y contar sílabas,” and “Unir sílabas.” In “Repaso,” the materials direct the educator to “Repase los sonidos, diptongos y grupos consonánticos aprendidos.” The “Oraciones de práctica” state, “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 seis del módulo uno, los estudiantes leen dos oraciones que refuerzan los sonidos y las sílabas ya enseñadas.”

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 that includes identifying, blending, and segmenting sounds and transitions to blending phonemes into syllables as well as more complex syllable manipulation practices. For example, in “Formar sílabas,” módulo 4, unidad 1 directs the educator to say, “Voy a decir el sonido del dígrafo ch y cada vocal, señalándola con el dedo” and asks that students “repitan los sonidos y los combinen para formar una sílaba.” In “Palabras de alta utilidad,” the materials include segmenting the word también into syllables and individual sounds. The materials direct the educator, “Escriba la palabra también y diga: Puedo escuchar las sílabas tam-bién y los sonidos /t/ /a/ /m/ /b/ /i/ /e/ /n/.” 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 “Combinar sonidos,” módulo 5, unidad 2 directs students to “repitan los sonidos y los combinen para decir una sílaba.” The materials later include “Manipular sílabas” and state, “Después, pídales que quiten una sílaba y la sustituyan para formar una palabra nueva.”

The materials contain a systematic and authentic Spanish sequence for introducing phonemic awareness that begins with identifying phonemes and blending them into syllables before advancing to more complex syllable manipulation tasks. For example, in módulo 4, unidad 1, students identify the target diphthong /ei/; combine vowels to form the diphthong; separate and count syllables; and blend syllables to form words such as peine, aceite, and freidora. Students then manipulate syllables by adding, deleting, and substituting syllables to form new words, such as reina to rey, peine to empeine, and peinadora to peinadores. In módulo 4, unidad 3, students blend sounds to form syllables with /ñ/; identify the stressed syllable; separate and count syllables; blend syllables to form words; and work with multisyllabic words such as piñata, señor, gruñe, and muñeca. The materials also contain instruction that progresses from “Identificar y conectar br con el sonido /br/” to “Combinar sonidos” and “Formar sílabas,” including bra, bre, bri, bro, and bru. Instruction continues with separating and blending syllables to form words and manipulating syllables by substituting syllables to create new words, such as brisa to brilla and broma to brote.

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 provide explicit instruction authentic to Spanish for teaching phonemic awareness skills. For example, in “Conciencia fonológica,” módulo 4, unidad 4 includes “Combinar vocales,” “Separar y contar sílabas,” “Unir sílabas,” and “Manipular sílabas.” The materials state, “Vamos a combinar el sonido fuerte de la vocal a con el sonido débil de la vocal i para formar el diptongo ai” and direct students to “manipulen las sílabas de acuerdo a lo que usted les indique.” In módulo 5, unidad 8, the materials include “Combinar sonidos,” “Identificar la sílaba tónica,” “Separar y contar sílabas,” “Unir sílabas,” and “Manipular sílabas,” and state, “Después, pídales que quiten o cambien una sílaba para formar una palabra nueva.” However, the materials do not provide recommended explanatory feedback for students based on common errors and misconceptions in phonemic awareness.

The materials do not provide recommended explanatory feedback for educators based on common student errors or misconceptions that arise during phonemic awareness instruction. Although the lessons contain explicit modeling, guided practice, and systematic practice, they do not provide corrective feedback or instructional responses for predictable errors in phonemic awareness. For example, the materials contain modeling and practice for educators to help students combine vowels to form diphthongs, separate and blend syllables, and manipulate syllables. However, the materials do not provide recommended explanatory feedback for addressing common student errors or misconceptions that arise 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 in order to support students in the transition from oral language activities to basic decoding and encoding. For example, in “Combinar sonidos,” módulo 5, unidad 6 states, “Diga los sonidos de cada letra. Pídales a los estudiantes que repitan los sonidos y luego los combinen para decir una sílaba,” followed by /s/ /a/ = xa, /ks/ /e/ = xe, and /j/ /i/ = xi. The materials also state, “La letra Xx tiene tres sonidos” and direct the educator to “escriba los tres sonidos de la letra x (/s/, /ks/, /j/), y palabras que representan esos sonidos.” In módulo 5, unidad 8, “Palabras de alta utilidad” directs the educator to say, “Voy a decir la palabra en sílabas y voy a poner una marca en cada caja por cada sonido que escucho. Después, escribiré la letra que representa el sonido.”

The materials provide explicit guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle in order to support students’ transition from oral language activities to basic decoding and encoding. For example, in “Conectar letra y sonido,” educators explicitly introduce the grapheme k and its corresponding phoneme /k/. In “Formar sílabas,” students blend the grapheme with vowels to read syllables (including ka, ke, ki, ko, and ku), supporting the transition from oral sound work to basic decoding. The materials also direct educators to use “Oraciones de práctica,” which are “diseñadas para que los estudiantes practiquen la lectura utilizando las correspondencias entre letras y sonidos, así como las sílabas que han aprendido” and to “reforzar el enfoque fónico de cada unidad del módulo.” The materials support the transition to basic encoding in “Escribir una oración” and “Dictado,” where students write the grapheme ñ, write words and sentences containing ñ, and reinforce phoneme–grapheme connections through dictated sentences and encoding activities after identifying and blending the sounds in words.

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 include 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 “Combinar sonidos,” módulo 4, unidad 8 states, “Diga los sonidos de la combinación consonántica y las vocales. Pídales a los estudiantes que repitan los sonidos y los combinen para decir una sílaba.” In “Conciencia fonológica,” the materials include “Identificar la sílaba tónica,” “Separar y contar sílabas,” and “Unir sílabas.” In “Repaso,” the materials direct the educator to “Repase los sonidos, diptongos y grupos consonánticos aprendidos” and “Haga una lista de palabras que tengan esos sonidos, diptongos y grupos consonánticos.” The “Segunda etapa: alcance y secuencia” also includes a “Repaso” of “Todos los enfoques fónicos del módulo cinco.”

The materials include 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 módulo 5, unidad 5, students combine vowels to form diphthongs, blend syllables to form words such as /flo/ + /tar/ = flotar, and manipulate syllables by deleting and substituting syllables to create new words. The materials also provide cumulative review through decodable practice sentences, stating, “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 “leen dos oraciones que refuerzan los sonidos y las sílabas ya enseñadas.” The materials recommend using the sentences to “reforzar el enfoque fónico de cada unidad,” providing repeated practice across módulos 4–5.

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 include a systematic sequence for introducing grade-level sound–spelling patterns and syllable combinations in order to decode single- and multisyllabic words. For example, in “Combinar sonidos,” módulo 4, unidad 7 states, “Diga los sonidos de la combinación consonántica y las vocales. Pídales a los estudiantes que repitan los sonidos y los combinen para decir una sílaba,” followed by /kl/ /a/ = cla, /kl/ /e/ = cle, /kl/ /i/ = cli, /kl/ /o/ = clo, and /kl/ /u/ = clu. Later, in “Combinar sonidos,” módulo 5, unidad 8 states, “Diga los sonidos de cada letra. Pídales a los estudiantes que repitan los sonidos y luego los combinen para decir una sílaba,” followed by /gu/ /a/ = wa, /gu/ /e/ = we, /gu/ /i/ = wi, /gu/ /o/ = wo, and /gu/ /u/ = wu.

The materials include a systematic sequence for introducing grade-level sound–spelling patterns and syllable combinations in order to decode single- and multisyllabic words. For example, instruction progresses from consonant digraphs and diphthongs such as ch, ie, ei, and ñ to consonant blends, less common spelling patterns, multisyllabic word reading, and increasingly complex decodable texts. The materials also provide Spanish-specific guidance for less common patterns. For example, in módulo 5, unidad 9, the “Nota” section explains, “La letra Ww no se usa frecuentemente en español. Las palabras en que se usa provienen de otros idiomas,” supporting instruction on how this sound–spelling pattern functions in Spanish.

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

The materials guide educators to provide 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 that bloque 3, “Fonética y escritura” includes “repaso de la conexión de la letra y el sonido,” “sílabas complejas,” and “combinaciones consonánticas y diptongos.” In “Palabras de alta utilidad,” módulo 4, unidad 4 directs the educator to say, “Voy a decir la palabra en sílabas y voy a poner una marca en cada caja por cada sonido que escucho. Después, escribiré la letra que representa el sonido.”

The materials direct educators to provide explicit instruction for grade-level sound–spelling patterns. For example, “Planificación de la enseñanza de la lectoescritura” guides educators to explicitly teach new letter–sound correspondences, connect vowels and consonants to form syllables, teach complex syllables, consonant combinations, and diphthongs, and reinforce these patterns through handwriting, high-frequency words, decodable reading, and dictation. The materials direct educators to “conectar el sonido con las letras y . . . formar sílabas.” In módulo 5, unidad 1, the materials explicitly state, “La combinación consonántica gl produce el sonido /gl/.” In another lesson, educators are directed to say, “La letra ñ produce el sonido /ñ/,” then guide students to combine ña, ñe, ñi, ño, and ñu; write the letter; and compose sentences. The “Palabras de alta utilidad” routine explicitly teaches sound–spelling patterns by directing 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 also introduce high-frequency words such as diversiones with “Vamos a aprender una palabra nueva,” using “cajas de sonido” to identify phonemes before guided writing and dictation practice.

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 include 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 “Carrera de palabras,” “Actividades para consolidar el aprendizaje” directs students to work in pairs to write words “con el sonido y las sílabas aprendidas en la lección,” compare their words with other groups, and record them on a class chart. In “Dictado,” módulo 4, unidad 6 directs the educator to say a sentence, have students listen, repeat it, and then write it, followed by educator-supported review and correction.

The materials include 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 5, unidad 9, students develop the sound–spelling pattern /gw/ represented by w; blend the syllables wa, we, wi, wo, and wu; write words and sentences; and apply the pattern while reading the decodable text “Wilbur.” In another lesson, students develop and practice the sound–spelling pattern /ue/ to “Conectar el diptongo /ue/ con las vocales ue” via sentence writing, plural morphology, high-frequency word instruction, “Dictado,” “Léelo,” and decodable text reading. The materials reinforce previously taught sound–spelling patterns through “Actividades para consolidar el aprendizaje,” including “Carrera de palabras,” “Buscando sonidos,” “Pared de palabras,” “Adivinanzas,” and “Dictado.” In “Carrera de palabras,” “Los estudiantes trabajan en parejas para escribir palabras con el sonido y las sílabas aprendidas en la lección. Los estudiantes comparten sus palabras con otros grupos y después las escriben en un cartel para la clase.” The materials also direct educators, “Use las siguientes actividades para que los estudiantes practiquen lo aprendido,” providing multiple opportunities for guided, independent, and cumulative review of previously taught sound–spelling patterns.

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 include a variety of activities and resources in Spanish that support students in decoding and encoding words containing taught syllable correlations in isolation as well as in decodable connected text in authentic Spanish that builds on previous instruction. For example, in “Palabras de alta utilidad,” módulo 5 includes individual words such as diversiones, cuidan, entrenan, cocodrilo, jaguar, golpear, vio, columpia, columpiamos, había, and grita for students to read and practice in isolation. In “Libros decodificables,” students apply taught sound–spelling patterns and previously learned skills in connected texts such as “La cola de los animales” and “Francis y Frida.” In “Oraciones de práctica,” students read sentences such as “La reina se peinó el pelo con el peine azul” and “El paisaje está pintado en el mosaico de la casa.” The materials also direct educators to use these sentences for dictation.

The materials provide a variety of activities and resources in Spanish to support students in decoding and encoding words with taught syllable correlations in isolation as well as 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 “Dictado,” “Léelo,” and “Conexiones interlingüísticas.” The materials support decoding in connected text through decodable books such as En el parque, Los remolcadores, and Brincamos y corremos. Each decodable text identifies the targeted “Enfoque fónico,” “Sonido,” “Letras,” “Palabras con enfoque fónico,” and cumulative “Palabras de alta utilidad.” The materials state, “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 direct educators to “Utilice estas oraciones para reforzar el enfoque fónico de cada unidad del módulo.”

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.

The materials include morphology instruction for grade-level Spanish morphemes and a systematic sequence for introducing morphemes across the program. For example, in “Descripción del programa,” the “Morfología” section states, “La morfología es la exploración de las unidades significativas de las palabras (morfemas),” and explains that morphology instruction includes “la adición de prefijos y sufijos a las palabras base y la investigación de cómo esto cambia el significado de la palabra.” The materials include examples of the plural morphemes -s and -es, the diminutives -ito and -ita, and the augmentatives -ote and -ota.

The materials contain examples of Spanish morphology instruction within lessons and a program-wide sequence for morpheme instruction. For example, the materials introduce plural forms by stating that “los estudiantes aprenden a formar plurales al agregar -s o -es al final de una palabra base,” using perro–perros and flor–flores. The materials also introduce diminutives by adding -ito or -ita, as in pera–perita, and augmentatives by adding -ote or -ota, as in fresa–fresota. The “Segunda etapa: alcance y secuencia” lists instruction across módulo 4 and módulo 5, including “sonido /ch/ escrito con ch,” “sonido /ue/ escrito con ue,” “sonido /gl/ escrito con gl,” “sonido /fr/ escrito con fr,” and “sonido /u/ escrito con ü” in the syllables güe and güi, with morphology references such as “Morfología: plurales,” “Morfología: diminutivos,” and “Morfología: aumentativos.”

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)

The materials do not provide explicit guidance for using morpheme meanings to support decoding, encoding, or reading comprehension. The materials direct educators to support recognition of common word parts and spelling patterns. For example, in módulo 5, unidad 6, the materials include a “Nota” explaining that “La letra Xx tiene tres sonidos,” and provide examples such as xilófono, examen, texto, México, and oxígeno. In módulo 5, unidad 7, the materials include guidance for identifying the sounds of Xx and using the high-utility words columpia and columpiamos. The materials also contain “Palabras de alta utilidad” routines where students use sound boxes to hear syllables and sounds in words.

The materials do not provide explicit guidance for educators to use the meanings of common morphemes in order to support reading comprehension, encoding, or full application across literacy skills. However, the materials do provide explicit instruction for recognizing common morphemes and understanding how suffixes change the meanings of base words. For example, in módulo 5, unidad 4, educators introduce the diminutive suffixes -ito and -ita by stating, “El diminutivo es un sufijo que se agrega al final de una palabra para cambiar el significado a uno de pequeñez.” The lesson directs educators to say, “Voy a decir una palabra y vamos a formar el diminutivo de la palabra,” with examples such as crema–cremita, pollo–pollito, libro–librito, and galleta–galletita. In módulo 5, unidad 5, educators introduce the augmentative suffixes -ote and -ota by stating, “El aumentativo es un sufijo que se agrega al final de una palabra para cambiar el significado y exagerar el tamaño a uno más grande,” with examples such as fruta–frutota, silla–sillota, libro–librote, and frasco–frascote.

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)

The materials include a variety of activities and resources in Spanish for students to develop and practice grade-level morphological skills. For example, in módulo 4, unidad 3, “Morfología: Palabras compuestas” introduces compound words by explaining that cumple and años are joined to form cumpleaños, and directs the educator to say, “Ahora vamos a juntar palabras para formar palabras compuestas.” In módulo 5, unidad 4, the materials include “Morfología: Diminutivos” and explain, “El diminutivo es un sufijo que se agrega al final de una palabra para cambiar el significado a uno de pequeñez.” The educator is directed to say, “Voy a decir una palabra y vamos a formar el diminutivo de la palabra.” Students practice with la crema/la cremita, el pollo/el pollito, el libro/el librito, and la galleta/la galletita.

The materials provide opportunities in Spanish for students to practice and reinforce grade-level morphological skills through cumulative review. For example, in módulo 5, unidad 5, the materials include “Morfología: aumentativos” and explain, “El aumentativo es un sufijo que se agrega al final de una palabra para cambiar el significado y exagerar el tamaño a uno más grande.” Students practice forming augmentatives with la fruta/la frutota, la silla/la sillota, el libro/el librote, and el frasco/el frascote. The materials also reinforce previously taught morphological skills in módulo 5, “Repaso,” where the educator asks students to “transformen las siguientes palabras a plurales agregándoles s o es y cambiando z por ces al final,” and in módulo 5, unidad 6, where students review words including diversiones, cuidan, entrenan, jaguar, cocodrilo, and golpear before learning the new high-frequency word vio.

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)

The materials do not provide opportunities for students to decode and encode words with morphemes in decodable connected text in authentic Spanish that builds on previous instruction. The materials contain oral practice for recognizing and producing words with morphemes. For example, in “Segunda etapa: hoja de registro de la tarea de evaluación 7,” the “Morfología” section directs educators, “Pídale al estudiante que diga los plurales, diminutivos, aumentativos, y palabras compuestas de cada palabra respectivamente.” The task includes “Diminutivos” with perro (perrito), cielo (cielito), and muñeca (muñequita), and “Aumentativos” with libro (librote), grande (grandote), and rata (ratota). The materials do not make a clear connection between oral morphology practice and written decoding or encoding with morphemes.

The materials do not include activities or resources for students to decode or encode words with morphemes in decodable connected text in authentic Spanish that builds on previous instruction. The materials include lesson-level practice for forming diminutives, but the practice is not connected to decoding or encoding morphemes in decodable text. For example, in módulo 5, unidad 3, students are introduced to the diminutive suffixes -ito and -ita. The materials direct the educator to say, “Vamos a agregar -ito o -ita al final de una palabra para formar un diminutivo.” Students practice forming words such as el abrigo/el abriguito, la cabra/la cabrita, la bruja/la brujita, and la brisa/la brisita. The lesson references the decodable text “Brincamos y corremos.” However, the text supports the phonics focus br rather than the morphology focus. The materials do not make a clear connection between oral morphology practice and written decoding or encoding in decodable connected text in authentic Spanish.