Despegando hacia la lectura: Fonética

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

In the “Program Resources” PDF of FONÉTICA Stage 3, the materials include a scope and sequence that identifies the concepts taught throughout the course and the order in which they are introduced. For example, in módulo 6, unidad 1, students identify and connect gr with the /gr/ sound; combine gr with vowels to form syllables; write words and sentences containing the target pattern; recognize augmentatives ending in -ote and -ota; develop oral language and vocabulary; and practice combining, separating, joining, and manipulating syllables. This example demonstrates how phonics, morphology, oral language, and phonological awareness skills are organized within a unit. However, the scope and sequence does not identify the specific Texas Essential Knowledge and Skills (TEKS) addressed.

The materials contain a scope and sequence that outlines the concepts taught across the course; however, these concepts are not aligned with specific TEKS. The educator resources also provide instructional planning guidance that supports pacing according to the sequence. Each unit is organized into four 30-minute blocks: “Lenguaje oral,” “Conciencia fonológica y fonética,” “Fonética y escritura,” and “Consolidar el aprendizaje.” This structure guides educators from oral-language and vocabulary instruction to explicit practice in phonics and phonological awareness, followed by writing, guided practice, and decodable reading. The materials help educators plan when concepts are introduced, practiced, and consolidated across the course.

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).

The materials do not suggest pacing for at least two different instructional calendars. However, the “Program Resources” PDF of FONÉTICA Stage 3 does include a pacing guide that outlines the content, skills, and instructional sequence across the course. For example, the “Tercera etapa: alcance y secuencia” organizes modules 6 and 7 by unit and identifies the phonics focus, high-utility words, and connected decodable texts. Module 6 progresses through patterns such as gr /gr/, pr /pr/, au /au/, tr /tr/, ay /ay/, ey /ey/, oi /oi/, eu /eu/, and dr /dr/. Module 7 continues with iu /iu/, ui /ui/, u /u/, oy /oy/, io /io/, gu /g/, uo /uo/, and au /au/ as well as hiatus patterns. The materials also state, “Cada unidad se puede enseñar en cuatro bloques, cada uno una duración aproximada de 30 minutos,” helping educators plan the order and approximate duration of instruction.

The materials include a pacing guide and weekly schedule to support effective implementation but do not provide multiple calendar options for different instructional timelines. The “Ejemplo de horario semanal” provides a suggested pacing of 30-minute blocks Monday through Thursday and provides an optional Friday for “repaso y volver a enseñar” or “actividades de consolidación.” “Tercera etapa: alcance y secuencia” identifies the order in which phonics skills are introduced across modules 6 and 7, along with the corresponding high-utility words and decodable texts. For example, educators can see that instruction in module 6 moves from gr /gr/ in grande to pr /pr/ in aprender and au /au/ in pausa, while later units address more complex diphthongs, hiatuses, and consonant patterns.

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

In the “Introduction” of the Teacher Resources manual of FONÉTICA Stage 3, the materials explain how concepts connect across stages, showing that instruction follows a systematic progression that supports 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.” For example, Stage 1 introduces vowel and consonant sounds, syllables, and digraphs; Stage 2 develops consonant blends, diphthongs, and complex syllables; and Stage 3 extends instruction to more advanced complex syllables, diphthongs, and hiatuses. Students progress from patterns such as individual vowel sounds and simple consonant-vowel syllables to blends such as gr /gr/ and pr /pr/ as well as vowel combinations like au /au/, iu /iu/, ui /ui/, and uo /uo/.

The materials provide a rationale for the unit order and explain how concepts connect throughout the Teacher Resources manual of FONÉTICA Stage 3. The sequence builds on previously taught sound–spelling relationships by introducing increasingly complex consonant blends, syllables, diphthongs, and hiatuses before students apply them in words, sentences, and decodable texts. For example, in módulo 6, unidad 1, students identify and connect gr with the /gr/ sound; combine the pattern with vowels to form gra, gre, gri, gro, and gru; write words and sentences containing gr; and study augmentatives ending in -ote and -ota. Students also combine, separate, join, and manipulate syllables; practice the high-utility word camión; and apply their learning in the decodable text En la granja. Later units introduce vowel patterns such as au /au/, ay /ay/, ey /ey/, oi /oi/, eu /eu/, iu /iu/, ui /ui/, and uo /uo/.

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

In the “Program Resources” PDF of FONÉTICA Stage 3, the scope and sequence includes support for internalizing units and lessons through the pacing guide. The PDF gives educators a clear overview of the content and skills addressed throughout the year. The materials support educators in preparing to teach a unit by helping them preview its structure, understand the learning objectives, identify vocabulary and skills, and recognize the sequence of learning across the unit. This allows educators to understand how concepts are introduced and how the learning progression develops before starting instruction. The materials also explain how each unit can be broken into instructional blocks, supporting educators in internalizing the structure and pacing of each lesson. For example, the materials state, “Cada unidad se puede enseñar en cuatro bloques, cada uno una duración aproximada de 30 minutos.”

In the Teacher Resources manual of FONÉTICA Stage 3, the materials support unit and lesson internalization. For units, the materials provide a structured instructional framework through four 30-minute blocks focused on “Lenguaje oral y vocabulario,” “Conciencia fonológica,” “Fonética,” and “Palabras de alta utilidad/Aprendizaje consolidado” (for a total of 120 minutes of core instruction). The materials also include optional activities for extension and reinforcement to provide additional instructional support based on students’ needs. For lessons, the materials provide guidance on the sequence and pacing of lesson components through a structured weekly schedule and decodable text routines. For example, the materials recommend 15 minutes daily for reading decodable texts after completing a unit and include a weekly timetable with four 30-minute instructional blocks as well as an optional Friday block for reteaching, review, interlinguistic minilessons, and consolidation activities.

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 contain 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 guidance, assessment directions, and lists of materials needed for instruction.

The materials do not provide instructional leaders with guidance for coaching educators or ensuring that the program is implemented consistently across classrooms. The materials lack a leadership-facing road map for implementation, 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 instructional focus within lessons. For example, in FONÉTICA Stage 3, the materials help educators review previously taught sounds before they move forward with instruction, stating, “Repase los carteles de los siguientes sonidos aprendidos.”

The materials do not present vocabulary in a comprehensive unit-level overview but do support educators’ understanding of background knowledge and academic vocabulary within individual lessons. For example, in Despegando hacia la lectura: FONÉTICA, módulo 7, under “Lenguaje oral” and “Vocabulario y lenguaje,” students build understanding of animal sounds and descriptive language through the poem “La ronda de los animales” as well as discussion prompts connected to the sounds that animals make. In módulo 6, unidad 1, the materials include “Vocabulario y lenguaje,” “Palabras de alta utilidad,” and “Morfología: aumentativos,” where students learn vocabulary related to primavera, practice the high-utility word camión, and develop morphology through augmentatives such as gatote and casota.

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

The materials contain examples of strategies and activities in Spanish that can support student learning and reinforce new reading skills at home, but they do not provide the examples in English. In FONÉTICA Stage 3, the materials include guidance on reading practice that connects classroom instruction to home practice with families. For example, in the “Ideas para practicar la lectura” section, the materials state, “Envíe las oraciones a casa para que los estudiantes las practiquen con su familiares.”

The materials include Spanish resources that support student learning and reinforce reading skills at home but do not include supports in English. For example, in Despegando hacia la lectura: FONÉTICA tercera etapa, in módulo 6, under “Oraciones de práctica” and “Ideas para practicar la lectura,” the materials state, “Envíe las oraciones a casa para que los estudiantes las practiquen con su familiares.”

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 3 that provide daily objectives, questions, tasks, and instructional assessments needed to support the content and language standards of each lesson. The materials contain instructional assessments found in “Repaso de los módulos 1, 2 y 3,” which educators may use “como una prueba diagnóstica para informar la instrucción del módulo o como una herramienta para repasar las unidades al final del módulo.” The materials include lesson tasks aligned with the objectives. For example, in módulo 6, unidad 3, the “Fonética” objectives require students to identify and connect the vowels au with the /au/ sound, write a sentence containing the diphthong au, and recognize how prefixes change the meanings of words. Students practice the target pattern by reading and analyzing words such as autor, pausa, auxilio, precaución, jaula, auto, aula, and restaurante, and then write a sentence using a word that contains the diphthong au. 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: trae.” Students listen to and repeat the word, identify its sounds, observe the educator model its spelling, and use sound boxes to connect each sound with its corresponding letter. The materials also contain 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 lesson plans do not explicitly identify or reference the TEKS.

The materials provide 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 Stage 3, the “Metas” identify the skills students are expected to develop. For example, in módulo 7, unidad 2, the “Fonética” objectives require students to identify and connect the vowels iu with the /iu/ sound, write a sentence containing the diphthong iu, and recognize and read words from the same word family. Students practice the target pattern by reading and analyzing words such as ciudades, triunfador, crisis, instituto, and adquirir, and then write a sentence using a word that contains the diphthong iu. 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: despacio.” Students listen to and repeat the word, identify its sounds, observe the educator model its spelling, and use sound boxes to connect each sound with its corresponding letter. They then spell the word aloud, clap as they hear the letters, write it in the air and on the floor, and write it several times. Lesson guidance also includes questions and oral language tasks under “Lenguaje oral” and “Vocabulario y lenguaje,” where students discuss word meanings, analyze sounds and patterns, and respond orally to educator prompts. The materials contain instructional assessments in the “Repaso de los módulos 1, 2 y 3,” which may be used “como una prueba diagnóstica para informar la instrucción del módulo o como una herramienta para repasar las unidades al final del módulo.” However, the lesson plans do not explicitly identify or reference the TEKS.

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

The materials provide guidance and recommendations for instructional timing. For example, the “Ejemplo de horario semanal” organizes each unit into four 30-minute instructional blocks from Monday through Thursday, including unidad 1, bloque 1; unidad 1, bloque 2; unidad 1, bloque 3; and unidad 1, bloque 4. The materials also state that Friday may be used to “ponerse al día,” “repaso y volver a enseñar,” or complete “actividades de consolidación.” The materials suggest that students spend “15 minutos al día” reading decodable texts after completing a unit.

The materials do not contain a lesson overview listing the educator and student materials needed to effectively deliver the lesson. The materials include embedded references to instructional resources and student practice activities within lesson routines. For example, in
Despegando hacia la lectura: FONÉTICA tercera etapa, módulo 6, unidad 2 includes “Fonética,” “Palabras de alta utilidad,” “Lenguaje oral,” “Conciencia fonológica,” and “Aprendizaje consolidado.” The lesson provides opportunities to practice with pr; the syllables pra, pre, pri, pro, and pru; the high-utility words lluvia and muy; “Dictado”; “oraciones de práctica”; “texto decodificable”; “Manipular sílabas”; and “Morfología: familias de palabras.”

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

The materials guide educators in how to select resources that align with a student’s performance in the Teacher Resources manual, under “Planning Considerations: Optional Extra Instruction.” The materials help 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 include extended practice opportunities through review and consolidation activities in Despegando hacia la lectura: FONÉTICA tercera etapa, under “Repaso individual” and “Aprendizaje consolidado.” The materials reinforce previously taught literacy skills through repeated practice and application. For example, the materials include “Repaso individual” tasks involving syllable manipulation, dictation, morphology practice, and repeated reading.

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 3 Teacher Resources. Under “Evaluación de la tercera etapa,” the materials provide task sheets for students to complete as well as 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 contain varied assessment tasks under “Tareas de evaluación,” including separating words into syllables, reading complex syllables (CCV), reading words with CCV and CVV patterns, reading high-frequency words, writing, and morphology. In addition, “Evaluación de etapa” assessments are used for student placement and end-of-stage evaluation, while “Repaso del módulo” activities function as formative assessments.

The materials contain diagnostic, formative, and summative-style assessments in Despegando hacia la lectura: FONÉTICA that evaluate advanced phonics, word analysis, fluency, writing, morphology, and high-frequency word skills. In “Tercera etapa: Hojas de registro de evaluación,” students complete stage-level tasks such as “Separar palabras en sílabas,” reading CCV syllables, completing dictation, and manipulating syllables and sounds, such as changing ciervo to cierto. The materials also include formative checks in módulo 6, “Repaso individual,” where students complete “Segmentación de sílabas,” “Manipular sílabas,” “Quitar sonidos,” “Dictado,” “Lectura,” and morphology activities. These assessments vary by task type and involve structured scoring sheets to document student performance, but limited evidence was found of varied question formats beyond oral responses, decoding tasks, and written application activities.

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

The materials direct educators how to utilize reviews and stage assessments in Tercera etapa TRB under “Descripción del programa.” This section explains that review activities may be used as assessment opportunities, and that each stage includes a specific assessment to support placement or completion decisions. The materials also contain additional assessment guidance in Tercera etapa TRB under “Evaluación de la tercera etapa,” which clarifies the assessment’s purpose, the six assessment tasks, when to discontinue, and how to use the assessment summary. For example, under “Evaluaciones,” the materials state, “Los datos recopilados a través de la evaluación pueden informar la instrucción adicional para estudiantes o grupos de estudiantes.”

The materials define the purpose of instructional assessments in Despegando hacia la lectura: FONÉTICA tercera etapa under “Evaluaciones,” “Repaso del módulo,” and “Evaluaciones de etapas.” The materials explain that educators can use both formal and informal assessments throughout the program to inform instruction, identify student needs, provide additional practice or intervention, support placement decisions, and monitor mastery of program skills. For example, under “Evaluaciones,” the materials state, “Las evaluaciones formales e informales son importantes en el programa Despegando hacia la lectura: FONÉTICA,” and “Los datos recopilados a través de la evaluación pueden informar la instrucción adicional para estudiantes o grupos de estudiantes.” The materials also clarify that “Repaso del módulo” helps educators determine whether students need additional instruction or consolidation and whether they are ready to advance to the next module, while “Evaluaciones de etapas” may be used for placement or to determine readiness for the next stage.

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

The materials provide guidance in Tercera etapa TRB under “Evaluación de la tercera etapa” and “Uso de la evaluación” for educators to ensure that they consistently and accurately administer instructional assessments. The materials contain administration instructions for individual assessment, including task sheets, recording sheets, correct responses, and an assessment summary. 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 tercera etapa under “Uso de la evaluación,” “Hojas de registro de evaluación,” and “Resumen de la evaluación,” 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 shows that each record includes “instrucciones sobre cómo administrar esa tarea de evaluación,” “un lugar para registrar las respuestas del estudiante,” and “un lugar para registrar el número de respuestas correctas.”

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

The materials include diagnostic, formative, and summative assessments aligned with the TEKS and objectives of the course, unit, or lesson in FONÉTICA Stage 3. The “Evaluación de la tercera etapa” may be used as a diagnostic assessment to determine what students know or whether they need additional support and also as a summative assessment to evaluate mastery after instruction. The assessment focuses on complex syllables, diphthongs, hiatuses, morphology, word reading, high-utility words, and sentence writing. For example, the “Hoja de registro de la tarea de evaluación 6—Morfología” asks students to use the base word baile to generate words from the same lexical family, including baila, bailemos, bailarina, bailamos, bailé, and bailaba. The materials also provide opportunities for formative assessment within daily instruction. For example, in módulo 6, unidad 1, students work toward objectives that include identifying and connecting gr with the /gr/ sound; combining vowels with gr to form syllables; writing a sentence using gr; and recognizing augmentatives ending in -ote, -ota, and their plural forms. Under “Palabras de alta utilidad—Lo veo y lo digo,” students learn the word camión 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.

The materials contain diagnostic, formative, and summative assessments aligned with the TEKS and the objectives of the course, unit, or lesson in FONÉTICA Stage 3. The “Evaluación de la tercera etapa” may be used as a diagnostic assessment to determine what students know as well as to identify areas requiring additional support or as a summative assessment after instruction. The assessment addresses complex syllables, diphthongs, hiatuses, morphology, word reading, high-utility words, and sentence writing. For example, “Repaso del módulo 6” assesses students’ ability to blend and segment syllables, manipulate syllables, substitute sounds, and remove syllables from words. Students blend syllables to form words like jaula, presente, travesura, and hay; segment words such as granizo, Europa, ladrón, and boina; manipulate syllables to create new words; change sounds in words including rey, boca, and piña; and remove syllables from autobús, relavar, and preescolar. The materials also provide opportunities for formative assessment within daily instruction. For example, in módulo 6, unidad 3, students work toward objectives that include identifying and connecting au with the /au/ sound, writing a sentence containing the diphthong au, and recognizing how prefixes change word meanings. Under “Palabras de alta utilidad—Lo veo y lo digo,” students learn the word trae 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. Educators are directed to “Revise lo escrito,” allowing them 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 contains six sections that evaluate the skills and learning taught throughout the stage. The diagnostic, formative, and summative-style assessments measure TEKS-aligned skills, including separating words into syllables, reading complex syllables, reading words with varied syllable patterns, reading high-utility words, writing, and morphology. The tasks progress from foundational skills such as syllable segmentation and blending to more complex applications like sound substitution, syllable manipulation, removing syllables, reading multisyllabic words, applying morphology, and writing.

The materials include TEKS-aligned instructional assessment items at varying levels of complexity. For example, in “Repaso del módulo 6,” students complete a variety of tasks to demonstrate their learning of skills taught in the module. The review includes “Unir sílabas,” “Segmentación de sílabas,” “Manipular sílabas,” “Cambiar sonidos,” and “Quitar sonidos.” Students blend syllables to form words such as jaula, presente, travesura, and hay; segment words such as granizo, Europa, ladrón, and boina; manipulate syllables to create paisaje, boicot, and oiga; change sounds to form ley, foca, and niña; and remove parts from autobús, relavar, and preescolar.

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

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

The materials provide guidance for interpreting student performance through multiple assessment tasks that measure specific literacy skills in Despegando hacia la lectura: FONÉTICA tercera etapa under “Evaluaciones de la tercera etapa.” For example, the program includes assessment tasks such as “Separar palabras en sílabas,” “Lectura de sílabas complejas” (CCV), “Lectura de palabras,” “Palabras de alta utilidad,” “Escritura,” and “Morfología.”

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

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

The materials do not provide guidance for using the included tasks and activities to respond to student trends. In Despegando hacia la lectura: FONÉTICA tercera 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.” The materials also reference review activities and targeted literacy tasks such as morphology, syllable manipulation, fluency, and writing practice. However, the guidance remains general and does not clearly identify which included tasks or activities educators should use to respond to specific student trends in assessment performance.

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

The materials do not include tools for students to independently track their own progress and growth, but do provide tools for educators to track student progress and growth in Tercera etapa TRB under “Evaluación de la tercera etapa.” The materials contain an assessment summary that allows educators to maintain a record of student performance by task. The materials also provide progress monitoring tools in Tercera etapa TRB under “Repaso del módulo 6,” including an individual record with scores for segmentation, manipulation, reading, dictation, morphology, and high-utility words. For example, under “Dictado,” the materials state, “Diga a los estudiantes que escriban estas palabras.”

The materials do not provide resources for students to independently track their own progress and growth such as goal-setting forms, self-assessment tools, reflection logs, progress charts, or tracking documents. However, the materials do contain tools for educators to track student progress and growth through evaluation records and summary forms in Despegando hacia la lectura: FONÉTICA. 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 contain guidance for adjusting instruction and providing additional support based on student needs in Tercera 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 provide opportunities for scaffolded learning through flexible grouping and guided practice in Despegando hacia la lectura: FONÉTICA tercera etapa. In “Block 4,” the materials state, “Los estudiantes practican y aplican nuevos aprendizajes y desarrollan fluidez. Trabajan en grupos pequeños, en pareja o individualmente, para consolidar su aprendizaje.” The materials contain “práctica guiada usando una variedad de juegos y actividades.”

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

The materials contain guidance for educators to introduce specific academic terms before starting a unit or lesson. The materials include the sections “Notas didácticas” and “Antes de leer” in the decodable books. For example, in the book Las cuevas, the materials state, “Repase las palabras de alta utilidad enseñadas en el módulo 6.” The materials include support under “Repaso de las destrezas de fonética,” where students are directed to “Practiquen la lectura juntando las sílabas en las palabras que aprendieron en el módulo 6.”

Despegando hacia la lectura: FONÉTICA tercera etapa provides pre-teaching and embedded supports for unfamiliar vocabulary. The materials state, “Las palabras de alta utilidad son esenciales y deben ser enseñadas de manera explícita.” Instruction is included for words such as camión, lluvia, muy, and quédate before students encounter them in connected text. The materials contain directions under “Actividades en cada unidad didáctica” and “Vocabulario y lenguaje” that guide educators to “Busque una palabra o palabras en la rima para enseñarles explícitamente a sus estudiantes,” “Defina cada palabra usando un lenguaje simple,” and “Explique el significado de palabras desconocidas.” The materials include definitions such as “el amanecer quiere decir cuando sale el sol,” “Alrededor significa lo que está cerca de nosotros, lo que nos rodea,” and “trigal es un campo sembrado de trigo.” The materials clarify unfamiliar vocabulary by explaining that “los sonidos que hacen los animales tienen nombres divertidos que imitan cómo suenan” and define terms such as grilla and rebuzna.

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 contain specific prompts for advanced questioning during discussions, and lessons include activities or tasks such as higher-order thinking questions and real-world contexts within the lessons. For example, under “Conexiones interlingüísticas” and the “Extensión” subsection, the materials direct educators to read the rhyme aloud and invite students to read along. The materials also guide educators to have students talk about the rhyme and find words with the gr blend in the rhyme.

The materials provide educators with guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level skills in Despegando hacia la lectura: FONÉTICA tercera etapa. The materials include “Actividades para consolidar el aprendizaje” that state, “Estas actividades se pueden usar para extender el conocimiento y para trabajar en grupos cooperativos.” The materials include extension activities such as “Competencia de palabras,” “Buscando sonidos,” “Pared de palabras,” “Adivinanzas,” and “Dictado,” which allow students to apply and extend previously learned skills. The materials contain “Conexiones interlingüísticas” activities that direct educators to “Read the rhyme aloud and then invite the students to read along with you. Have the students talk about the rhyme and find the words with the tr blend in the rhyme.” The materials include additional extension tasks that ask students to analyze words with the diphthong oi and compare cognates across Spanish and English. The materials provide practice sentences used to “Fomentar la lectura fluida,” “Enseñar gramática,” and “Enfocarse en la puntuación,” with opportunities for students to manipulate sentence strips and reread sentences independently or with partners.

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 help the educator model and explain a concept or skill. In FONÉTICA tercera etapa, under módulo 7, unidad 8, “Lenguaje oral—Dilo,” the materials provide a clear routine for educators to enable the development of oral language, rhyme, and vocabulary. For example, the materials direct the educator to, “Lea la rima e invite a los estudiantes a repetir después de usted.” The materials also state, “Enfóquese en los sonidos de los hiatos /a-e/, /e-e/, /e-a/, /e-o/, la rima y el ritmo.” This supports educator modeling of oral language, sound awareness, rhyme, and rhythm.

Despegando hacia la lectura: FONÉTICA tercera etapa contains prompts and guidance for educators to support modeling and explain phonics, vocabulary, and language concepts. Under “Combinar vocales,” the materials direct educators to state, “Vamos a combinar el sonido de la vocal débil i con el sonido fuerte o para hacer el diptongo io. Repitan conmigo /io/.” The materials also provide scripted guidance for consonant blends and diphthongs, such as, “Diga: La combinación consonántica tr produce el sonido /tr/,” “Pregunte: ¿Qué puedo dibujar que tenga el sonido /tr/ o qué hace las letras tr?” and “Vamos a combinar el sonido de la vocal fuerte a con el sonido vocálico de la ye para formar el diptongo ay.” Additional prompts state, “La vocal a se junta con la ye, que suena como i, para formar el diptongo ay” and “Vamos a aprender una palabra nueva. Enséñeles la palabra crías y dígala lentamente.” Under “Vocabulario y lenguaje,” educators are also instructed to, “Explique el significado de palabras desconocidas; por ejemplo, un canario es un pequeño pájaro que canta muy bonito y tiene su plumaje amarillo,” and to discuss the rhyme while ensuring that students respond in complete sentences.

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

The materials incorporate and provide guidance on more than one instructional approach, including direct instruction, guided practice, and daily application in Tercera etapa TRB. Under “Actividades en cada unidad didáctica,” the materials integrate multiple literacy approaches, including oral language, vocabulary, phonological awareness, phonics, high-utility words, writing, and consolidation. Under “Planificación de la enseñanza de la lectoescritura,” the materials contain guided practice through games and activities, reading decodable sentences, dictation, and daily reading of decodable texts. For example, in the table, the lesson is broken down 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 minutes.

The materials provide educators with guidance and recommendations to deliver lessons effectively through a variety of instructional approaches in Despegando hacia la lectura: FONÉTICA tercera etapa. The materials include “Enseñanza en grupo” and “Enseñanza explícita en grupo” while also stating that students “practican y aplican nuevos aprendizajes y desarrollan fluidez” and “Trabajan en pequeños grupos, en pareja o individualmente para consolidar su aprendizaje.” The materials also provide explicit instructional routines for teaching high-frequency words under “¿Cómo se enseñan las palabras de alta utilidad?” Educators are directed 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 further explain that “Las palabras de alta utilidad deben enseñarse explícitamente.”

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 contain instructional routines with clear headings and descriptions to help educators implement recommended structures, including whole-group, small-group, partner, and individual practice. In Tercera 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 support multiple types of practice and provide educators with guidance to implement varied instructional structures in Despegando hacia la lectura: FONÉTICA tercera etapa. Under “Actividades para consolidar el aprendizaje,” the materials state, “Los estudiantes trabajan en parejas para escribir palabras con los sonidos y las sílabas aprendidas . . . Los estudiantes comparten sus palabras con otros grupos,” and then write the words “en un cartel para la clase,” providing partner, group, and independent practice. In “Buscando sonidos,” the materials state, “Los estudiantes trabajan en grupos pequeños y hojean libros y revistas,” while “Dictado” explains that “Los estudiantes toman turnos dictando una oración . . . Los estudiantes escriben la oración y la comparten con su grupo.” The materials also provide opportunities for students 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.”

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

The materials do not provide full implementation guidance to help educators effectively use them in state-approved bilingual/ESL programs. However, the materials 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 provide explicit guidance for using the materials within a state-approved bilingual program. However, the Teacher Resources manual of FONÉTICA Stage 3 contains interlinguistic lessons that support transfer between Spanish and English. 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 mini-lecciones de las conexiones interlingüísticas ayudan a los estudiantes a comprender los sonidos que son iguales en español e inglés.”

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

The materials provide embedded guidance and targeted strategies to support EB students in developing academic vocabulary, comprehension, oral discourse, and cross-linguistic connections in Despegando hacia la lectura: FONÉTICA tercera etapa. Under “Vocabulario y lenguaje,” educators explain unfamiliar vocabulary using student-friendly definitions such as “historias se refiere a textos literarios o de información,” and discuss the rhyme to build understanding. Based on “Lenguaje oral—Dilo,” educators read the rhyme aloud, have students repeat it, and focus on the hiatus sounds /a-e/, /e-e/, /e-a/, and /e-o/ to strengthen oral language and comprehension. The materials also support Spanish–English transfer through “Conexiones interlingüísticas,” explaining that “la combinación vocálica ou no hace el mismo sonido en inglés y español.” In the Teacher Resources manual of FONÉTICA Stage 3, 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 tren in Spanish and train in English are cognates because they look similar, sound similar, and have the same meaning in both languages,” and asks students to find other cognates on a list containing examples such as trompeta/trumpet and tronco/trunk. Before reading, educators review previously learned high-frequency words, phonics skills, and decodable words. However, the materials do not provide explicit guidance for activating students’ prior experiences or building background knowledge through targeted prompts, discussion questions, or activities that introduce new content before reading.

The materials provide embedded guidance and targeted strategies to support emergent bilingual (EB) students through oral discourse, vocabulary development, comprehension, and cross-linguistic connections in the Teacher Resources manual of FONÉTICA Stage 3. Under “Vocabulario y lenguaje,” educators pre-teach unfamiliar vocabulary from the reproducible rhymes and are directed to “Explique el significado de palabras desconocidas” and “el significado de palabras nuevas.” The materials support oral language, vocabulary, and comprehension by directing educators to “Asegúrese que los estudiantes usen oraciones completas al responder” and “Hable sobre la rima con los estudiantes, asegurándose que respondan en oraciones completas.” Under “Conexiones interlingüísticas” and “Mini-lecciones de conexiones interlingüísticas,” the materials promote Spanish-English transfer by stating, “Comprender que la pr tiene el mismo sonido en inglés y español.” The materials also provide strategies for building comprehension before, during, and after reading, along with comprehension questions in the “Notas didácticas” of the decodable books. However, while students write letters, words, and dictated sentences, these activities mainly focus on phonics and encoding rather than using written discourse to build 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 Tercera etapa TRB, under unidad 4, the materials state that the goal is to “understand that the oy /oi/ sound in Spanish is very similar to the oy /oi/ sound in English.” The materials provide side-by-side word examples in Spanish and English, such as hoy, voy, soy, estoy, and convoy alongside joy, boy, toy, enjoy, and convoy. The materials also include a “Compare cognates” section where educators are directed to say, “The words convoy in Spanish and convoy 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 phonics patterns, diphthongs, sounds, and cognates in Despegando hacia la lectura: FONETICA tercera etapa. For example, the materials state, “El diptongo uo no es igual en inglés y español,” helping students recognize differences between the two languages while applying their knowledge during reading and writing activities. The materials also explain that the /oi/ sound in Spanish is very similar to the /oi/ sound in English and compare Spanish words such as boina, androide, oigo, and heroica with English words such as oil, coin, boil, join, and android. Students further compare phonics patterns such as gr/gr, pr/pr, tr/tr, and oi/oi and analyze cognate pairs including grado/grade, presidente/president, tren/train, and androide/android. In addition, the materials state, “Comprende que el diptongo oy hace el mismo sonido en inglés y español,” supporting students in recognizing similarities between Spanish and English sound patterns.

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

The materials present phonics instruction in a deliberate progression in FONÉTICA Stage 3, moving students from previously learned sound–spelling relationships to more advanced consonant blends, vowel combinations, and hiatus patterns. For example, the scope and sequence shows how instruction begins with blends such as gr /gr/ in grillo, pr /pr/ in princesa, tr /tr/ in tren, and dr /dr/ in dragón. Students then work with increasingly complex vowel patterns, including au /au/ in jaula, oi /oi/ in boina, eu /eu/ in eucalipto, ia /ia/ in piano, iu /iu/ in ciudad, ui /ui/ in buitre, io /io/ in radio, ua /ua/ in iguana, uo /uo/ in monstruo, and ou /ou/ in boutique. The material introduces hiatuses written with ae, ee, ea, and eo. For example, module 6 moves from consonant blends to diphthongs and other vowel combinations, while module 7 extends the progression to additional diphthongs and hiatus patterns. Each module concludes with a review of the previously taught phonics focuses.

The materials include systematic and sequenced instruction on phonics skills for matching sounds to letters. For example, Despegando hacia la lectura: FONÉTICA tercera etapa follows a sequence that progresses through “vocales, consonantes no variantes, consonantes variantes, sílabas simples, sílabas complejas, diptongos e hiatos.” The “Alcance y secuencia” includes the consonant blends gr, pr, tr, and dr; the diphthongs au, ay, ey, oi, eu, ia, iu, ui, io, ua, uo, and ou; and the hiatuses ae, ee, ea, and eo. Students advance to “sonido /gr/ escrito con gr,” “sonido /pr/ escrito con pr,” and “hiato escrito con ae, ee, ea y eo.” Each phonics focus includes “Diez libros decodificables.” Students learn gr and practice /gr/ /a/ = gra and /gr/ /e/ = gre.

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) as well as intentional ongoing practice in phonics (sound–symbol correspondence) skills, both in isolation and through decodable texts in FONÉTICA Stage 3. For example, in módulo 7, unidad 8, the educator explicitly introduces the vowel combination ou, representing the /u/ sound, and models how students can identify and use the pattern in words such as tour, glamour, and boutique. Students practice the correspondence in isolation by reading and writing words containing ou; composing a sentence with the target vowel combination; and distinguishing homophones such as hola/ola, hierba/hierva, bota/vota, caza/casa, and coser/cocer. The lesson also includes continued phonological awareness practice as students combine strong vowels, separate and count syllables, join syllables, and manipulate sounds. For example, under “Repaso,” students revisit previously taught vowel combinations and sound–spelling patterns. Students then apply the targeted skills through “Aprendizaje consolidado,” including dictation, practice sentences, and the decodable text Un perro muy malo.

The materials provide opportunities for explicit (direct) as well as intentional ongoing practice in phonics (sound–symbol correspondence) skills, both in isolation and through decodable texts. For example, the materials include explicit practice in isolation with ch, ei, ie, ñ, ai, ue, bl, cl, and fl. In unidad 2, the materials include practice with pr as students connect the grapheme pr to the phoneme /pr/; blend pra, pre, and pri; write words and sentences; and participate in dictation activities. The materials also provide opportunities for practice through the decodable text Un ave muy prudente as well as explicit and ongoing practice with /ue/ through the decodable text El nido de Luela and the words Luela, luego, suelo, pueden, puedo, and bueno. The materials include cumulative review through the “Repaso” lesson and the decodable text “¡Tengo las mejores patas!” Módulo 7 provides opportunities for ongoing practice through decodable texts targeting ia, iu, ui, oy, io, ua, uo, and ou as well as the hiatuses ae, ee, ea, and eo. The texts include “Los puentes,” “Riu y la ciudad perdida,” “Los amigos,” and “Me gusta pasear.”

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

The materials contain daily explicit phonics instruction with educator modeling in FONÉTICA Stage 3. For example, in módulo 7, unidad 7, the lesson focuses on uo /uo/. The educator introduces the target vowel combination through the rhyme “El monstruo grande” and directs students to listen for and repeat the /uo/ sound in words such as monstruo. Based on “Conciencia fonológica,” the educator explicitly models how to combine vowels to form a diphthong, separate and count syllables, join syllables to form words, and manipulate syllables. The lesson provides direct prompts such as “Vamos a combinar el sonido débil de la vocal u con el sonido fuerte de la vocal o para formar el diptongo uo,” followed by guided practice with words such as monstruo, virtuoso, antiguo, and residuo. Students then manipulate syllables in words like monstruo, duodeno, perpetuo, and mutuo. The “Repaso” section also directs the educator to revisit previously taught diphthongs before students apply the new pattern.

The materials provide daily lessons with explicit phonics instruction and educator modeling. For example, in Despegando hacia la lectura: FONÉTICA tercera etapa, the “Conectar el sonido con las letras” section directs the educator to state, “La combinación consonántica gr produce el sonido /gr/,” and model the sound–symbol correspondence using grillo, granja, grado, gripa and tigre. In “Formar sílabas,” the educator models gra, gre, gri, gro, and gru by saying and pointing to each syllable before students repeat and blend the sounds. In unidad 4, the materials direct the educator to explain, “La combinación consonántica tr produce el sonido /tr/,” and model tr-a = tra, tr-e = tre, tr-i = tri, tr-o = tro, and tr-u = tru using trompeta, trenza, trino and tronco. The “Fonética” section directs educators to “identificar y conectar el sonido de las combinaciones consonánticas y los diptongos con las letras correspondientes,” 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 provide daily opportunities for explicit guided instruction as well as guidance for immediate and corrective feedback in FONÉTICA Stage 3. For explicit guided instruction, in módulo 7, unidad 8, the educator introduces the vowel combination ou and explains that it represents the /u/ sound. Students are guided to read and write words such as tour, glamour, and boutique; write a sentence containing ou; distinguish homophones; combine vowels; separate and count syllables; join syllables; and manipulate sounds. For immediate feedback, students write a sentence using the target vowel combination, and educators are directed to “Revise lo escrito,” allowing them to identify and address spelling, spacing, capitalization, or punctuation errors while students are working. During high-utility-word practice, the educator also reviews students’ written attempts after they spell and write ahora several times. 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.” This requires students to compare their response with the correct model and fix any errors. The materials also provide the correct forms during homophone instruction, such as hola/ola, hierba/hierva, bota/vota, caza/casa, and coser/cocer, so the educator can clarify differences in spelling and meaning when students respond incorrectly.

The materials contain daily opportunities for explicit guided instruction along with suggestions for immediate and corrective feedback. For example, in Despegando hacia la lectura: FONÉTICA tercera etapa, módulo 6, unidad 1 includes guided instruction in the “Fonética” section as the educator teaches that gr represents /gr/; models words with the target pattern; and guides students in blending gra, gre, gri, gro, and gru. The materials provide guidance for immediate feedback by directing educators, “Pídales a los estudiantes que escriban la palabra varias veces. Revise lo escrito.” The materials provide guidance for corrective feedback during “Dictado” by directing the educator to write the 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.”

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 phonics skills through collaborative learning and independent practice within the same daily lesson in FONÉTICA Stage 3. In módulo 7, unidad 6, one collaborative learning opportunity appears under “Morfología: familia léxica de palabras,” where students examine words derived from the root niñ-, including niña, niño, niñera, niñez, and niñería, and discuss how the added word parts change the meaning. A second collaborative opportunity occurs during “Dictado,” when students may work with a partner to dictate the sentence, listen for the sounds and syllables, compare their written responses, and make corrections together. The lesson also includes independent practice opportunities. Based on “Escribir oraciones,” students independently compose a sentence containing the diphthong ua, using appropriate capitalization, spacing, and punctuation. For “Léelo,” students independently practice previously learned syllables, read the module’s practice sentences, and apply the target sound–spelling pattern in the decodable text “La grulla azul.” Students also independently practice the high-utility word vean by identifying its sounds, spelling it aloud, and writing it several times.

The materials contain 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 tercera etapa, módulo 6, unidad 1 includes phonics practice with the sound–symbol correspondence gr through “Escribir oraciones,” “Léelo,” “Separar y contar sílabas,” “Unir sílabas,” “Manipular sílabas,” and “Dictado.” The materials provide opportunities for collaborative learning as students combine gr with vowels to form gra, gre, gri, gro, and gru; participate in partner dictation activities; read decodable texts “en grupos pequeños, con un compañero o con el maestro”; and participate in group discussions. The materials include opportunities for independent practice as students write words and sentences containing gr, complete “Dictado,” reread 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 contain intentional, cumulative activities for reviewing and practicing phonics skills
throughout FONÉTICA Stage 3. The “Tercera etapa: alcance y secuencia” shows that cumulative review is intentionally embedded across modules 6 and 7. Module 6 introduces consonant blends and vowel combinations such as gr /gr/, pr /pr/, au /au/, tr /tr/, ay /ai/, ey /ei/, oi /oi/, eu /eu/, and dr /dr/ before concluding with a “Repaso” of all phonics focuses and high-utility words taught in the module. Module 7 builds on these skills with ia /ia/, iu /iu/, ui /ui/, oy /oi/, io /io/, ua /ua/, uo /uo/, and ou /ou/ as well as hiatus patterns with ae, ee, ea, and eo, followed by another cumulative review. For example, in módulo 6, unidad 3, students learn tr /tr/, while the “Repaso” section revisits previously taught sounds, including gr /gr/, pr /pr/, and au /au/. In módulo 6, unidad 8, students learn dr /dr/ and again review earlier consonant blends and vowel combinations before practicing syllable segmentation, blending, manipulation, dictation, and decodable reading. The materials include cumulative practice in módulo 7, unidad 3, where students learn oy /oi/ while reviewing previously taught diphthongs and using familiar strategies such as sound boxes, separating and joining syllables, manipulating sounds, writing sentences, completing dictation, and reading connected decodable text.

The materials contain intentional, cumulative activities for reviewing and practicing phonics skills throughout the curriculum. For example, the “Repaso” lessons in módulos 6 and 7 review /gr/, /pr/, /au/, /tr/, /ay/, /ey/, /oi/, /eu/, and /dr/, and the vowel combinations, as well as hiatuses taught in módulo 7. Each phonics focus is paired with decodable texts and phonics-focused vocabulary, including /gr/ through En la granja, /pr/ through Un ave muy prudente, /oi/ through Serpientes que cazan, and hiatus patterns through Me gusta pasear. The “Repaso del módulo” identifies content requiring additional “enseñanza, práctica y consolidación.” The materials also direct educators to “Repase la correspondencia de las letras y los sonidos aprendidos en unidades previas” and provide “actividades de consolidación proporcionadas.” The “Repaso del módulo” includes “Unir sílabas,” “Segmentación de sílabas,” “Cambiar sonidos,” “Quitar sonidos,” “Lectura,” “Dictado,” and “Palabras de alta utilidad.”

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

The materials provide practice opportunities that use only phonics skills explicitly taught in FONÉTICA Stage 3. For example, in módulo 6, unidad 4, the educator explicitly introduces ay as a spelling for the /ai/ sound and explains how the vowel and consonant work together in the pattern. Students then practice the taught correspondence by reading and writing words containing ay, composing a sentence with the target pattern, and distinguishing the meanings and spellings of hay and ay. Based on “Conciencia fonológica,” students combine vowels, separate and count syllables, join syllables, and manipulate syllables in words containing previously taught patterns. The lesson also includes a review of earlier consonant blends and vowel combinations before students complete dictation, practice the high-utility word quédate, and read the aligned decodable text. This sequence ensures that students practice the current ay /ai/ correspondence previously taught.

The materials include opportunities for practice that use only phonics skills that have been explicitly taught. For example, in Despegando hacia la lectura: FONÉTICA tercera etapa, módulo 6, unidad 1 explicitly teaches the consonant blend gr and the sound /gr/ in “Conectar el sonido con las letras” before students form gra, gre, gri, gro, and gru; write sentences containing gr; and practice the pattern through En la granja as well as the words Gregorio, granja, grande, grandes and granero. The materials explicitly teach students to “Identificar y conectar las vocales au con el sonido del diptongo /au/” before they practice through “Combinar vocales,” “Separar y contar sílabas,” “Unir sílabas,” and “Manipular sílabas.” The section “Alcance y secuencia” identifies when each phonics pattern is introduced, and lesson practice aligns with the skills taught. For example, students explicitly learn cl before reading, segmenting, and manipulating clavo, clase, and clima.

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

The materials contain a decodable text sequence organized by module so that students apply newly introduced consonant blends, diphthongs, and hiatuses while continuing to practice previously learned patterns. For example, module 6 includes decodable texts aligned with gr, pr, tr, ay, ey, oi, eu, and dr, while module 7 continues with ia, iu, ui, oy, io, ua, uo, and ou as well as hiatus patterns. In the “Notas didácticas” for the text “Las ranas son buenas mascotas,” educators review the previously taught diphthong ay and are directed to explain, “El diptongo ay está formado por la vocal fuerte a y la letra y, que suena como la vocal débil i en una sola sílaba.” Students then combine the letters and sounds in hay, read the word before encountering it in the text, and are told, “Ustedes ya pueden leer todas las palabras de este libro.” During reading, students apply the pattern to words containing ay; reread independently for fluency; and return to the text to locate, read, and write the target word. As students advance through the modules, the decodable texts incorporate each newly taught phonics focus while retaining previously introduced sound–spelling patterns and high-utility words.

The materials contain decodable texts that incorporate opportunities for cumulative practice of previously taught phonics skills. For example, Despegando hacia la lectura: FONÉTICA tercera etapa includes the “Repaso” texts Las cuevas and Plantas que lastiman for students to apply previously taught consonant blends, diphthongs, and hiatus patterns in connected text. In módulo 6, unidad 3, the lesson focuses on au. Students read the rhyme “La lorita Aurorita,” combine vowels, separate and count syllables, join syllables to form words, and manipulate syllables. The lesson also includes a “Repaso” of /ei/, /ie/, /ai/, and /ue/. After explicit instruction of pr, students apply previously taught and newly learned phonics patterns through Un ave muy prudente. The “Libros decodificables” in módulo 6 comprise Un ave muy prudente for /pr/, El monzón for /au/, and El rey del estanque for /ei/.

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

The materials include an instructional phonics focus with opportunities for practice, both in isolation and in decodable connected text in FONÉTICA Stage 3. For example, in módulo 6, unidad 6, the lesson focuses on the diphthong oi /oi/. For practice in isolation, students read and write words containing the target pattern, including oigo, boina, heroica, and androide; compose a sentence using oi; and practice the high-utility word hoy with sound boxes. Students also combine vowels, separate and count syllables, join syllables to form words, and add final sounds to create plural forms. The lesson extends word analysis through “Morfología: prefijo re-,” where students examine how the prefix changes the meaning of words such as hacer/rehacer, agrupar/reagrupar, lavar/relavar, and encontrar/reencontrar. For practice in decodable connected text, students apply the target pattern under “Léelo” by reading the module’s practice sentences and the aligned decodable text El rey del estanque. The lesson also reinforces the pattern through dictation and the rhyme “Boinas para todos,” which repeatedly uses words containing oi.

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 tercera etapa, módulo 6, unidad 3 has an instructional focus on au. Students practice the skill in isolation by combining vowels; separating and counting syllables; joining syllables to form words; and manipulating syllables using jaula, autobús, and incauto. Students apply the same skill in connected text through “La lorita Aurorita.” In módulo 6, unidad 4, the materials have an instructional focus on tr /tr/. Students practice the skill in isolation through tra, tre, tri, tro, and tru; segmenting and manipulating syllables; reading trigo, trapo, and tronco; and writing sentences that contain the pattern. Students apply the skill through “Léelo” and the decodable text Trini busca otra granja. For ay /ai/, students blend and segment syllables, read and manipulate hay, caray, amancay and Fray, and write sentences containing ay before applying the skill through “Léelo” and the decodable text Las ranas son buenas mascotas.

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 3 that progress from syllable analysis to increasingly complex reading, writing, and morphology tasks. The assessment overview explains that the evaluation “continúa con las sílabas complejas, diptongos, hiatos y morfología” and is designed to determine “lo que los estudiantes saben o si tienen alguna dificultad” with complex syllables, word reading, high-utility words, and reading or writing sentences. One assessment tool asks students to separate words into syllables, including grupo, ciudad, Paraguay, heroico, Europa, and paseo, which reflects the stage’s focus on blends, diphthongs, and hiatuses. A second tool assesses “Lectura de sílabas complejas” (CCV) through patterns such as gru, pro, tre, dru, pra, tri, and gri. Additional tasks require students to decode words with varied structures, including grillo, pronto, trozo, historia, influir, residuo, recreo, and ciudad; read high-utility words such as camión, lluvia, quédate, crías, atención, and ríos; and demonstrate writing and morphology skills. The materials also direct educators to “Descontinúe el proceso de evaluación si el estudiante comete cinco o más errores,” preventing students from continuing with tasks beyond their current level of proficiency. The “Resumen de la evaluación” records performance across syllable segmentation, complex-syllable reading, word reading, high-utility words, writing, and morphology.

The materials provide a variety of developmentally appropriate assessment tools. For example, Despegando hacia la lectura: FONÉTICA, tercera etapa assesses students through “separación de palabras en sílabas,” “lectura de sílabas complejas” (CCV), “lectura de palabras con CCV, CVV, CV-VC y CV-V,” “palabras de alta utilidad,” “escritura,” and “morfología.” The “Evaluación de la tercera etapa” includes “hojas de tareas,” “registros de evaluación,” and a “Resumen de la evaluación.” The summary provides space for “comentarios,” “puntajes de cada tarea,” and a “puntaje general.” The administration guidance directs educators to record student responses and 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 provide progress monitoring tools that systematically and accurately measure students’ acquisition of phonics and word-analysis skills in FONÉTICA Stage 3. The “Hoja de registro de la tarea de evaluación 4: palabras de alta utilidad” provides a consistent procedure for measuring students’ automatic recognition of previously taught words. The directions state that the educator should “señale las palabras una a la vez (de izquierda a derecha),” “Pídale al estudiante que lea cada palabra,” and “Registre si el estudiante lee la palabra correctamente.” Students read a controlled list of 19 words, including camión, lluvia, quédate, crías, atención, antiguo, despacio, caer, león, traerlo, and ríos, which represent the complex syllables, diphthongs, hiatuses, and accent patterns taught in this stage. The record sheet includes an individual score for each response and a total score out of 19, allowing educators to document accuracy consistently and compare performance over time. The materials also provide the “Hoja de registro de la tarea de evaluación 6: morfología,” which asks the student to use the base word baile to generate related words. The scripted prompt states, “La palabra zapato nos ayuda a formar zapatero, zapatería y zapatear. ¿Qué palabras puedes formar con baile?” and provides possible responses such as bailo, baila, bailemos, bailarina, bailamos, bailé, and bailaba. The educator records each response and awards one point for each correct word, up to five points.

The materials provide progress monitoring tools that systematically and accurately measure students’ acquisition of grade-level phonics skills. For example, Despegando hacia la lectura: FONÉTICA tercera etapa includes six assessment tasks: “Separar palabras en sílabas,” “Lectura de sílabas complejas” (CCV), “Lectura de palabras” (CCV, CVV, CV-VC, CV-V), “Palabras de alta utilidad,” “Escritura,” and “Morfología.” Each task includes a dedicated “registro de evaluación” and scoring system for recording individual student responses. The “Resumen de la evaluación” records “puntajes de cada tarea,” “comentarios” and a “puntaje total acumulativo.” 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 provide assessment opportunities across FONÉTICA Stage 3 that align with progress monitoring tools for tracking students’ development in their use of complex syllables, diphthongs, hiatuses, high-utility words, writing, and morphology. The assessment sequence includes “Separar palabras en sílabas,” “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 4: palabras de alta utilidad” measures automatic reading of 19 words, including camión, lluvia, quédate, crías, atención, antiguo, caer, león, traerlo, and ríos. The educator presents the words individually and records “si el estudiante lee la palabra correctamente,” creating a consistent record of accuracy. The morphology assessment provides an additional measure by asking students to generate words from the base baile, with possible responses such as bailo, baila, bailemos, bailarina, bailamos, bailé, and bailaba. The “Resumen de la evaluación” combines scores from all six tasks into a total out of 100, while the assessment overview explains that the results help educators determine what students know, identify difficulties, and plan individual or small-group instruction. Because the assessment sheets may be reused as needed, educators can monitor student performance repeatedly across the stage and use the same scoring tools to document progress over time.

The materials provide opportunities for assessment across the span of the school year aligned with progress monitoring tools. For example, Despegando hacia la lectura: FONÉTICA tercera etapa includes recurring “Repaso del módulo” assessments that help educators 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.” In addition, “las evaluaciones formales e informales son importantes.” The stage assessment includes six tasks for “separación de palabras en sílabas,” “lectura de sílabas complejas” (CCV), “lectura de palabras,” “palabras de alta utilidad,” “escritura,” and “morfología.” Each evaluation record contains “instrucciones sobre cómo administrar esa tarea de evaluación,” “un lugar para registrar las respuestas del estudiante,” and “un lugar para registrar las respuestas correctas.” The “Resumen de la evaluación” records student performance across tasks to support planning for individual students or small groups.

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

The materials contain a data-management tool in FONÉTICA Stage 3 for tracking students’ mastery of complex phonics patterns. The “Hoja de registro de la tarea de evaluación 2: lectura de sílabas complejas (CCV)” is organized by the targeted skill of reading complex syllables and includes spaces for the student’s name, age, and assessment date. The table records performance across five rows of syllables such as gru, pro, tre, dru, pra, tri, gri, gro, dra, and tra. 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.” Each row receives a score out of four, with an overall total out of 20.

The materials provide data management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction. For example, Despegando hacia la lectura: FONÉTICA tercera etapa includes individual student record forms that document “respuestas del estudiante,” “puntajes,” and “análisis de errores.” The assessment records track performance in “separación de palabras en sílabas,” “lectura de sílabas complejas” (CCV), “lectura de palabras” (CCV, CVV, CV-VC y CV-V), and “palabras de alta utilidad.” The “Repaso del módulo” states, “El repaso del módulo identifica a los estudiantes que están listos para avanzar al siguiente módulo del programa.”

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

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

The materials do not provide data-management tools for tracking whole-class student progress to analyze patterns and student needs. For example, Despegando hacia la lectura: FONÉTICA tercera etapa includes individual assessment records as well as evaluation summaries and states, “Los resultados de cada estudiante se registran en el resumen de la evaluación.” The materials do not contain whole-class tracking charts, grouping reports, visual summaries, classwide data displays, or grouping recommendations.

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

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

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

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 include specific guidance on 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,” and 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 provide guidance on how to accelerate learning based on progress monitoring data in order to master specific concepts. For example, the materials include the assessment tools “Repaso del módulo” and “Evaluaciones de etapa,” which may inform additional individual or small-group instruction. However, the materials do not connect progress monitoring results to specific lessons, resources, activities, interventions, or instructional actions for accelerating learning based on student needs.

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 contain explicit (direct) instructional guidance for developing oral language and oracy through educator modeling and guided practice. For example, the materials include oral language in módulo 6, unidad 3, where the “Lenguaje oral—Dilo” lesson directs the educator to “Lea el trabalenguas para los estudiantes, enfatizando el ritmo y el sonido /tr/ de la combinación consonántica tr. Aplaudan las sílabas de las palabras que tengan el sonido /tr/.” Another oral language example appears in “Conciencia fonológica,” where students participate in “Combinar sonidos,” “Separar y contar sílabas,” “Unir sílabas,” and “Manipular sílabas.” An oracy example directs the educator to “pídales que practiquen diciendo el trabalenguas a un compañero.” Another oracy example appears in “Vocabulario y lenguaje,” where students discuss unfamiliar words and “usen oraciones completas al responder.”

The materials provide systematic instructional guidance for developing oral language and oracy through recurring routines that build across lessons. For example, the materials include oral language in “Descripción del programa,” which 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 6, unidad 2, where the educator is directed to “Lea la rima e invite a los estudiantes a repetir después de usted. Enfóquese en el sonido /au/, la rima y el ritmo,” and students “aplaudan las sílabas de las palabras que tengan el sonido /au/.” An oracy example directs the educator to “Explique el significado de palabras desconocidas” and “Asegúrese que los estudiantes usen oraciones completas al responder.”

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

The materials provide opportunities for students to engage in social and academic communication for different purposes and audiences. For example, in “Competencia de palabras,” “Actividades para consolidar el aprendizaje” states, “Los estudiantes trabajan en parejas para escribir palabras con los sonidos 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 the educator to, “Pídales a los estudiantes que compartan las palabras que encontraron y las escriban en el 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 módulo 6, unidad 4, the “Lenguaje oral—Dilo” section includes the rhyme “Cielito lindo” and invites students to repeat it while emphasizing /ai/ and rhythm. The “Vocabulario y lenguaje” section includes the word sierra and engages students in discussing its meaning. 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 practice pronunciation with their peers and the educator. Students also read sentences aloud “individualmente,” “con un compañero,” “en grupos pequeños,” and “en casa con miembros de la familia.” The materials direct students to “escriban una oración,” “circulen las palabras con la combinación vocálica ou,” respond to “¿Qué diferencia notan entre las palabras?,” “repitan la oración y la escriban,” “revisen y corrijan la oración,” and “trabajar con un compañero y dictarse la oración.”

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

The materials do not provide authentic opportunities in Spanish for students to ask questions to understand information, but do include opportunities for students to listen actively, engage in discussion, and share information and ideas. For example, “Descripción del programa” explains, “Los alumnos desarrollan la comprensión auditiva cuando escuchan literatura, cantos y rimas, y comprenden el significado de lo que oyen.” The materials also 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.”

The materials do not provide authentic opportunities for students to ask questions to understand information but do contain opportunities for them to listen actively, engage in discussion, and share information and ideas. For example, in Despegando hacia la lectura: FONÉTICA tercera etapa, the “Después de leer” section includes the literal question “¿Cómo usan las cuevas los zorros?,” the inferential question “¿Qué significa ‘Algunos animales entran y salen de las cuevas’?,” and the evaluative question “¿Por qué creen que algunas personas piensan que las cuevas son aterradoras?” In “Lenguaje oral—Dilo,” students listen to “Cielito lindo,” repeat the verses while focusing on /ai/ and rhythm, and discuss the meaning of sierra. The materials direct students to “escuchen la siguiente oración,” “repitan los sonidos,” “respondan en oraciones completas,” “hable sobre el poema,” “repita la rima,” “use la palabra en una oración,” “explique cada palabra usando un lenguaje simple,” and “explique el significado de palabras desconocidas.” Students also participate in partner, small-group, and individual activities.

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 to basic decoding and encoding in Spanish. For example, “Tercera etapa: alcance y secuencia” introduces “sonido /gr/ escrito con gr,” “sonido /pr/ escrito con pr,” “sonido /au/ escrito con au,” “sonido /tr/ escrito con tr,” “sonido /ai/ escrito con ay,” “sonido /ei/ escrito con ey,” “sonido /oi/ escrito con oi,” “sonido /eu/ escrito con eu,” and “sonido /dr/ escrito con dr,” 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 combinaciones consonánticas, diptongos y hiatos representados en la unidad, seguidas por la formación de sílabas complejas como CCV, CVV y estructuras propias del hiato, como CV-V o CV-VC.” The materials also explain, “Los estudiantes aprenden a manipular y combinar sílabas iniciales, medias y finales para crear nuevas palabras, reforzando así su habilidad para reconocer y producir estructuras silábicas más avanzadas.” In “Repaso,” the materials direct the educator 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 tercera etapa, módulo 6, unidad 3, the “Conectar el sonido con las letras” routine directly introduces the sound /tr/ represented by the grapheme tr. During “Formar sílabas,” the educator models blending the consonant combination with vowels to form tra, tre, tri, tro, and tru and guides students in decoding words containing the pattern. Students then apply the correspondence during “Escribir oraciones” and “Dictado” by writing sentences and completing dictation activities with syllables containing tr. “Alcance y secuencia” systematically progresses from consonant blends such as gr, pr, and tr to diphthongs like au, ay, ey, oi, and eu as well as additional complex spelling patterns, including dr. The “Unidades didácticas de fonética del módulo 6” and “Unidades didácticas de fonética del módulo 7” organize “sílabas complejas, diptongos y hiatos” by “Enfoque fónico,” “Palabras de alta utilidad,” and aligned decodable books. The materials state, “Se desarrolla la conciencia fonológica a través de actividades auditivas enfocadas en combinaciones consonánticas, diptongos e hiatos presentados en la unidad, seguidas por la formación de sílabas complejas” and explain that “Los estudiantes aprenden a manipular y combinar sílabas iniciales, medias y finales para crear nuevas palabras.”

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

The materials do not provide recommended explanatory feedback based on common errors and misconceptions that happen when connecting phonemes to letters within words, but do include explicit instruction in Spanish focused on connecting phonemes to letters within words. For example, in “Conectar el diptongo /au/ con las vocales au,” módulo 6, unidad 3 states, “La vocal a y la vocal u se juntan para formar el diptongo /au/” and “En la palabra jaula, las vocales au forman el diptongo /au/.” In “Palabras de alta utilidad,” módulo 7, unidad 7 states, “Puede escuchar las sílabas tra-er-lo y los sonidos /t/ /r/ /a/ /e/ /r/ /l/ /o/” and 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 do not provide educators with recommended explanatory feedback based on common errors or misconceptions that happen when connecting phonemes to letters within words. The materials do include explicit educator modeling and opportunities for review, such as “La vocal a y la vocal u se juntan para formar el diptongo /au/,” “Revise lo escrito,” and “los estudiantes revisen y corrijan la oración que escribieron.” However, the materials do not contain guidance for educators with recommended explanatory feedback based on common errors or misconceptions that happen when connecting phonemes to letters within words.

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

The materials contain a variety of activities and resources in Spanish for students to develop, practice, and reinforce, through cumulative review, their understanding of how to apply letter–sound correspondences in order to decode one-syllable words in isolation as well as in decodable connected text in authentic Spanish. An example of developing understanding in isolation appears in módulo 4, unidad 1, where students learn that the digraph ch represents the sound /ch/. Here, students blend the correspondence with vowels to form and decode syllables and words, including chico, mucho, and echa. An example of developing understanding in connected text occurs when students apply the newly taught /ch/ correspondence and previously learned phonics patterns while reading sentences and a decodable passage. An example of practice in isolation appears in módulo 5, unidad 9, where “Formar sílabas” directs the educator to “combine la letra w con los sonidos de las vocales para formar sílabas” and asks students to repeat and blend the sounds while reading each syllable. In “Léelo,” students “practiquen la lectura con las sílabas que ya han aprendido.” An example of practice in connected text appears in the decodable text resources, where students read “Palabras con enfoque fónico,” including Gladys, Glen, Bruno, Brenda, creen, crea, Francis, and fresa within sentences and passages. An example of reinforcement through cumulative review in isolation appears in “Segunda etapa: alcance y secuencia,” which includes a “Repaso” of previously taught consonants, digraphs, diphthongs, syllables, and high-frequency words from módulos 4–5. An example of reinforcement through cumulative review in connected text appears in the review passages, which contain letter–sound correspondences taught throughout the module. “Evaluación de la segunda etapa” also cumulatively reinforces “sílabas simples,” “sílabas complejas,” “lectura de palabras,” and “cómo leer y escribir palabras.”

The materials contain a variety of activities and resources in Spanish for students to develop, practice, and reinforce, through cumulative review, their understanding of how to apply letter–sound correspondences in order to decode multisyllabic words in isolation as well as in decodable connected text in authentic Spanish. An example of developing understanding in isolation appears in módulo 6, unidad 3, where students learn the /au/ correspondence and apply it to decode multisyllabic words, including autor, jaula, auxiliar, and restaurante. An example of developing understanding in connected text occurs when students apply the newly taught correspondence while reading words and sentences containing au in a decodable passage. An example of practice in isolation appears in módulo 6, unidad 9, where “Formar sílabas” directs the educator to say, “Voy a decir el sonido de la combinación consonántica dr y cada vocal apuntando con el dedo” and then to “Pídales a los estudiantes que repitan los sonidos y los combinen para formar una sílaba,” followed by dra, dre, dri, dro, and dru. In “Léelo,” students “practiquen la lectura con las sílabas que ya han aprendido.” An example of practice in connected text appears in the decodable text resources, where students read multisyllabic “Palabras con enfoque fónico,” including Gregorio, granero, prudente, pradera, aumenta, estaciones, entrada, atraviesa, and mascotas. An example of reinforcement through cumulative review in isolation appears in “Tercera etapa: alcance y secuencia,” which includes a “Repaso” of gr, pr, au, tr, ay, ey, oi, eu, and dr as well as previously taught high-frequency words. An example of reinforcement through cumulative review in connected text appears in review passages that combine previously taught phonics patterns, “Palabras con enfoque fónico,” and “Palabras de alta utilidad.” “Evaluación de la tercera etapa” also cumulatively reinforces “sílabas complejas,” “diptongos,” “hiatos,” “lectura de palabras,” and “cómo leer y escribir oraciones.”

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).

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

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)

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

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)

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

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.

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

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)

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

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)

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

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)

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

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 to decode multisyllabic words. For example, in “Combinar sonidos,” módulo 7 directs the educator, “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 /gr/ /a/ = gra, /gr/ /e/ = gre, /gr/ /i/ = gri, /gr/ /o/ = gro, and /gr/ /u/ = gru. In “Unir sílabas,” the materials direct students to combine /que/ /so/ to form queso, /ti/ /gre/ to form tigre, and /gra/ /tis/ to form gratis. Later, in “Combinar sonidos,” módulo 6, unidad 8 covers /dr/ /a/ = dra, /dr/ /e/ = dre, /dr/ /i/ = dri, /dr/ /o/ = dro, and /dr/ /u/ = dru, and “Unir sílabas” includes /kua/ /dro/ to form cuadro, /ma/ /dre/ to form madre, and /kua/ /dra/ /do/ to form cuadrado.

The materials include a systematic sequence for introducing grade-level sound–spelling patterns and syllable combinations to decode multisyllabic words. For example, students are explicitly taught vowel combinations that form hiatuses, including ae, ea, ee, and eo, and decode multisyllabic words such as caen, leer, idea, and crear. The materials also contain a “Repaso” of previously taught consonant groups such as /gl/, /pl/, /bl/, /br/, /kr/ (cr), and /fr/, and later review previously taught sound–spelling patterns like /gr/, /pr/, /tr/, /au/, /ai/, /ei/, /oi/, and /eu/.

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

The materials provide educators with guidance in order to deliver explicit instruction for grade-level sound–spelling patterns. For example, “Planificación de la enseñanza de la lectoescritura” states that bloque 2, “Conciencia fonológica y fonética,” contains “Enseñanza explícita en grupo de una nueva correspondencia de letra-sonido,” while bloque 3, “Fonética y escritura,” includes “repaso de la conexión de la letra y el sonido,” “sílabas complejas,” and “escribir oraciones morfológicas.” In “Palabras de alta utilidad,” módulo 7, 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 provide educators with guidance in order to deliver explicit instruction for grade-level sound–spelling patterns. For example, “Planificación de la enseñanza de la lectoescritura” outlines a systematic literacy block in which educators explicitly introduce new letter–sound correspondences; review previously taught sound–spelling patterns; connect letters and sounds to form syllables; teach complex syllables; and provide guided practice through handwriting, sentence writing, morphology, high-frequency words, decodable text reading, and dictation. The materials explain that “Fonética” helps students develop sound–letter connections and syllable formation; that high-utility words “deben ser enseñadas de manera explícita” and that “Aprendizaje consolidado” builds automaticity through partner, small-group, or independent practice. In módulo 7, unidad 5, educators explicitly introduce the diphthong /io/ by modeling how the vowels combine and present words such as radio, canario, millonario, and biblioteca. The materials also include scripted explanations and modeling for the diphthong oy (/oi/). In addition, the materials guide educators to compare oi and oy, model sentence writing with target words, provide dictation, make connections to decodable text practice, and extend learning through morphology and cross-linguistic connections. 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.”

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 “Competencia de palabras,” “Actividades para consolidar el aprendizaje” directs students to work in pairs to write words “con los sonidos y las sílabas aprendidas en la lección,” share their words with other groups, and record them on a class chart. In “Dictado,” módulo 6, unidad 6 directs the educator to say a sentence and have students listen, repeat, and write it. The educator then writes the sentence on the board so that students can review and correct their work.

The materials contain a variety of activities and resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound–spelling patterns through cumulative review. For example, in módulo 7, unidad 8, students develop and practice the vowel combination ou (/u/) by identifying and connecting the spelling to the sound; writing words and sentences using boutique, tour, and glamour; blending and segmenting syllables; and manipulating sounds to apply the new pattern. In módulo 6, unidad 6, students explicitly learn the diphthong ey when the materials state, “La vocal e se junta con la ye para formar el diptongo ey” and direct the educator to “Escriba en la pizarra una lista de palabras que contengan el diptongo ey.” Students then reinforce learning through sentence writing, studying the prefix re-, practicing a new high-frequency word with “cajas de sonido,” completing “Dictado,” reading connected text in “Léelo,” and making “Conexiones interlingüísticas.” The materials also reinforce previously learned sound–spelling patterns through “Actividades para consolidar el aprendizaje,” including “Competencia de palabras,” “Buscando sonidos,” “Pared de palabras,” “Adivinanzas,” and “Dictado.” The materials direct educators to “Use las siguientes actividades para que los estudiantes practiquen lo aprendido.”

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

The materials provide a variety of activities and resources in Spanish that support students in decoding and encoding words containing previously taught syllable correlations, both in isolation and in decodable connected text in authentic Spanish that builds on past instruction. For example, in módulo 6, unidad 9, “Formar sílabas” provides isolated practice where students combine sounds into syllables, and “Palabras de alta utilidad” supports encoding by having students map the sounds in sintió to their corresponding letters. In “Libros decodificables,” students apply current and previously taught patterns in connected texts such as El monzón, Las ranas son buenas mascotas, and Las cuevas. In “Oraciones de práctica,” students read sentences such as “El grillo grilla por la noche,” “El tigre vive en la jungla,” and “La princesa tiene pelo largo.” 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 containing previously taught syllable correlations, both in isolation as well as in decodable connected text in authentic Spanish that builds on past 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 aligned with specific phonics focuses, such as “Sonido /gr/, Letras gr,” “Sonido /pr/, Letras pr,” and “Sonido /oi/, Letras oi.” Students apply previously taught patterns in decodable texts such as En la granja, Un ave muy prudente, Trini busca otra granja, El rey del estanque, Serpientes que cazan, and Andrés y su padre. The materials explain, “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 provide morphology instruction for grade-level Spanish morphemes and a systematic sequence aligned with the grade 2 Spanish Language Arts TEKS. 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 students “aprenden a usar prefijos y sufijos para formar nuevas palabras.” The materials include examples such as autocorrección with the prefix auto- and tortillería with the suffix -ería. The program description also references “palabras compuestas” such as paraguas and sacapuntas, and “homófonos” like hola and ola.

The materials provide morphology instruction for grade-level Spanish morphemes and a planned progression for morpheme instruction at the lesson level and across the program. For example, in módulo 6, unidad 4, students receive explicit instruction on “familias léxicas” by identifying root words and generating related words. The lesson states, “Recuerden que la raíz de una palabra es la base que nos ayuda a leer y escribir más palabras,” and provides examples such as fruta: frutería, frutero, frutera and baile: bailar, bailable, bailarina, bailamos, bailador. The materials also include morphology content related to “género y número de los sustantivos” such as niño/niña and flor/flores.

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 educators with explicit guidance on using common morphemes’ meanings to support reading comprehension, but do contain explicit guidance for helping students recognize common morphemes and use their meanings to support decoding and encoding. For example, in módulo 6, unidad 6, the materials include “Morfología: Prefijo re-” and explain, “El prefijo es una parte que se añade al principio de una palabra para crear una palabra nueva o cambiar su significado.” The materials clarify that “El prefijo re- significa hacer algo otra vez” and include examples such as re + hacer = rehacer, re + agrupar = reagrupar, re + lavar = relavar, re + mover = remover, and re + construir = reconstruir.

The materials do not provide educators with explicit guidance on using common morphemes’ meanings to support reading comprehension in connected text, but do contain explicit guidance for helping students recognize and encode common word parts and grammatical forms. For example, in módulo 6, unidad 5, educators introduce the prefix auto- by explaining that “El prefijo auto significa ‘por sí mismo.’” Educators are then directed to, “Haga un cartel con el prefijo auto para mostrar cómo se generan nuevas palabras.” The lesson contains examples such as auto/bus = autobús, auto/estima = autoestima, auto/biografía = autobiografía, auto/aprendizaje = autoaprendizaje, and auto/corrección = autocorrección. In módulo 7, unidad 9, the materials include “Morfología: Pronombres interrogativos y relativos” and direct students to “escriban una oración interrogativa usando una de las siguientes palabras: ¿Qué? ¿Cuál? ¿Quién? ¿Cuándo? ¿Dónde? ¿Cuánto? ¿Cómo?”

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 6, unidad 4, the materials include “Morfología: familia léxica de palabras” and explain, “La raíz de una palabra es la base que nos ayuda a leer y escribir más palabras.” The lesson uses the base word fruta to support students in reading and writing related words such as frutería, frutero, and frutera. Students also generate related words from bailar, including bailable, bailarina, bailamos, and bailador. In módulo 6, unidad 7, the materials contain “Morfología: Sufijo -ción” and explain, “Un sufijo es una parte que se añade al final de una palabra para cambiar su significado o crear una palabra nueva.” Students practice using -ción with words such as aceptar/aceptación, imitar/imitación, poblar/población, adaptar/adaptación, presentar/presentación, and continuar/continuación.

The materials provide opportunities in Spanish for students to practice and reinforce grade-level morphological skills through cumulative review. For example, in módulo 7, unidad 1, students practice “palabras compuestas” as the educator writes two words separately, has students read them, joins the words, and explains, “Gira y sol se une para formar girasol.” In módulo 7, “Repaso,” the materials include “Morfología” with “Palabras compuestas” and direct students to “unan las siguientes palabras para crear una palabra compuesta,” including lava + platos = lavaplatos, gira + sol = girasol, and rompe + cabezas = rompecabezas. The materials also reinforce morphological skills through cumulative review in módulo 6, “Repaso,” where students “Usen las siguientes palabras bases o primitivas para generar todas las palabras que puedan,” and in módulo 6, unidad 8, where the educator is directed to “Repase las palabras ya aprendidas (camión, lluvia, muy, trae, quédate, crías, hoy, atención)” before introducing the new high-frequency word cuanto.

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 or encode words with morphemes in isolation or in decodable connected text in authentic Spanish. The materials contain opportunities for oral practice to produce words from base words and word families. For example, in módulo 6, “Repaso individual,” the “Morfología” section directs educators to, “Diga cada palabra base y pídale al estudiante que diga todas las palabras de la familia de palabras que pueda.” The task includes base words such as flor, pan, and fruta, with examples such as flores, florecita, florero, florería, florecer; panadero, panecito, panadería, empanar, empanada; and frutas, frutería, frutero, frutita, frutos. The materials do not make a connection between oral practice and written decoding or encoding with morphemes.

The materials do not contain activities or resources for students to decode or encode words with morphemes in decodable connected text in authentic Spanish that build on previous instruction. Morphology practice happens within lessons and assessment tasks, rather than within sentences or decodable texts. For example, in módulo 6, unidad 3, students learn about “familias léxicas de palabras” as the educator explains, “Recuerden que la raíz de una palabra es la base que nos ayuda a leer y escribir más palabras y no cambia.” Students practice generating related words from a base word, such as pan to panadero, panadería, panecillo, and empanada. The lesson references the decodable text El monzón. In addition, the text has a phonics focus (on the diphthong au) rather than a morphology focus. In “Tercera etapa: hoja de registro de la tarea de evaluación 6,” the “Morfología” section directs educators to, “Pídale al estudiante que use la palabra base baile y diga tantas palabras como pueda,” with possible responses such as baile, baila, bailemos, bailarina, bailamos, bailé, and bailaba. The materials do not make a connection between oral morphology practice and written decoding or encoding in decodable connected text in authentic Spanish.