Flying Start to Literacy: Phonics

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

The Teacher Resource Book includes a “Scope and Sequence” section that outlines the concepts taught in Flying Start to Literacy: Phonics Stage Two. Each unit outlines the skills and content it addresses, including the phonics focus, high-utility words, and decodable text. For example, module 4 progresses systematically from the /f/ sound made with ff as in cliff, to the /l/ sound made with ll as in doll, and the /sh/ sound made with sh as in shark. Next, students blend five CCVCC sounds, such as stamp. However, the materials do not include the TEKS and ELPS taught in the course.

The materials include a “Scope and Sequence” section organized by module and unit that outlines the phonics concepts taught in Flying Start to Literacy: Phonics Stage Two. The module 4 “Phonics Teaching Units” table identifies nine instructional units plus a review unit. Each unit specifies a phonics focus, high-utility words, and corresponding decodable texts. For example, module 4, units 1–9 address double letters, adjacent consonants, and consonant digraphs. The sequence progresses systematically through digraph spellings ff, ll, and ss in unit 3, CVCC and CCVC blending patterns in units 3 and 4, sh in unit 5, ch in unit 6, ng in unit 7, th in unit 8, and five-sound CCVCC blending patterns in unit 9. However, the materials do not include the TEKS and ELPS taught in 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 Stage Two Teacher Resource Book includes a sample weekly timetable and a block-based pacing structure outlining how to distribute instruction across a five-day week. For example, the materials present a sample weekly schedule that organizes daily phonics instruction into 30-minute instructional blocks. The materials do not include a multi-week or yearlong pacing calendar that specifies how units align to a 165-, 180-, or 210-day instructional year.

The Stage Two materials include suggestions and options for structuring the weekly literacy block. For example, in the Teacher Resource Book, the “Planning Your Literacy Instruction” section includes a table indicating that each unit should take about 120 minutes to complete. The resource also states that educators can teach each unit across four 30-minute blocks, and add one additional 30-minute block as needed. The materials do not include at least two instructional calendars to accommodate different instructional schedules.

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

The Stage Two Teacher Resource Book explains the rationale for the unit order and how concepts to be learned connect throughout the course. For example, the materials explain the systematic progression of instruction, from common consonant and vowel sounds to less common letter–sound correspondences.

The Stage Two Teacher Resource Book explains the rationale for the unit order and how concepts to be learned connect throughout the course. For example, each unit provides explicit instruction in phonological awareness, phonics, morphology, and high-utility words. The materials also include 20 decodable texts that align with and reinforce the letter–sound correspondences and high-utility words throughout the program.

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

The materials include steps and expectations for how educators should internalize units. The beginning of the Stage Two Teacher Resource Book provides detailed information for each unit. The “Scope and Sequence” section includes a table detailing the phonics focus, high-utility words, and decodable texts for each unit in a module. For example, the phonics focus in module 4, unit 8 is the /th/ sound made with th as in thumb, and the high-utility words are too and water. The decodable fiction text for the same unit is “My Legs Are the Best!” and the “Words with Phonic Focus” are them, thin, and they. The materials include “Vocabulary” and “Review” sections that further support unit internalization by preparing educators to explicitly teach unfamiliar words from the rhyme using student-friendly language and to progressively review letter–sound correspondences from previous units to practice retrieving information. The materials include a side-by-side display of the module 6, unit 4 lesson spread, allowing educators to see how to operationalize each component in an actual unit, including embedded goals, scripted instructional language, step-by-step activity sequences, and explicit attention to the r-controlled /ar/ vowel sound. The materials include five assessment tasks covering phonological awareness, reading words, high-utility words, writing, and morphology, providing educators with a complete preview of the discrete skills assessed at this stage.

The Stage Two materials include protocols and guidance to support the internalization of units and lessons. For example, unit previews provide visuals of the required instructional materials and callout boxes with additional instructional details to support lesson preparation. The materials include processes that help educators thoroughly understand and prepare to teach lessons. For example, the “Assessment“ section helps educators understand the connection between lesson concepts—such as r-controlled vowel sounds, digraphs, and trigraphs—and formative and summative assessments. The materials include guidance on using assessment materials, protocols for administering assessments, and visuals of assessment tools to support internalization and implementation.

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

The Stage Two materials do not include guidance for instructional leaders to support educators with implementing the materials as designed.

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 Stage Two Teacher Resource Book includes comprehensive unit overviews that provide the background content knowledge necessary to effectively teach the concepts in each unit. The “Program Content Section Overview” provides educators with background knowledge for the unit concepts, while the “Scope and Sequence” section outlines the progression of instruction across the program. The materials do not include the academic vocabulary necessary to teach the concepts in each unit.

The Stage Two Teacher Resource Book includes comprehensive unit overviews that provide educators with the background content knowledge needed to teach the concepts in each unit. The “Program Content Section Overview” explains the instructional focus and provides the educator with foundational background knowledge about the concepts the unit addresses. The “Scope and Sequence” section illustrates how instruction is organized and progresses across the program. However, the unit overviews do not provide the academic vocabulary educators need to effectively teach the concepts in each unit.

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 Stage Two Teacher Resource Book includes supports for families in English for each unit, with suggestions for supporting their students’ progress. For example, the “Reading Decodable Text” section states that students can take the decodable books home for further practice.

Also, the materials suggest that students take the practice sentences home to read to their families. The materials do not include supports for families in Spanish for each unit.

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 and the ELPS).

The Stage Two instructional materials include comprehensive, structured, and detailed lesson plans with daily objectives, questions, tasks, materials, and instructional assessments required to meet the lesson’s content and language standards. In module 4, unit 2, the “Phonics, Write It” section states that the lesson objective includes phonics and high-utility words. The students “will explain that the letters c and k together make the /k/ sound.” The lesson continues with the educator asking the students, “What could I draw that ends with the letters ck, making the /k/ sound?” During the lesson, educators assess students as they listen to and write words that end in -ck and make the /k/ sound. Lesson materials include word-picture cards. The materials do not show how the content aligns with the TEKS or the ELPS.

The Stage Two materials include structured, scripted units that provide lesson plans. For example, module 5, unit 4 includes goals for each instructional component, such as “Oral Language Development,” “Phonological Awareness,” “Phonics,” “High-Utility Words,” and “Consolidate Learning.” The unit also includes scripted educator language, sequenced tasks, and references to materials such as word-picture cards, practice sentences, and decodable texts. The unit integrates a “Morphology: Compound Words” component and a detailed “Review” section that explicitly lists all long vowel sound and letter combinations taught in module 5, demonstrating intentional cumulative review of previously taught content. The “Phonics” component includes multiple scaffolded tasks where students identify words with igh and y, write words, and construct sentences that reflect the lesson progression. The materials do not reference the TEKS or ELPS at any point, nor do they provide explicit alignment to content or language standards at the unit or lesson level. The materials present daily objectives as component-level goals but do not frame them as student-facing learning objectives tied to standards. Instructional assessments embedded within lessons are limited to educator observation prompts and accuracy checks rather than structured formative assessment tools. The materials do not include information showing alignment to the TEKS or the ELPS.

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 Stage Two materials do not include a lesson overview that identifies the educator and student materials needed to effectively deliver the lesson. Instead, the lesson materials are embedded throughout each unit. For example, the materials in module 5, unit 1, include word-picture cards in the “Phonics” section and the decodable text “Tails” in the “Consolidate Learning” section. The materials provide suggested timing for each activity. The “Planning Your Literacy Instruction” section provides a suggested time for each content block. For example, the suggested time for “Block 1 Language” is 30 minutes, including whole group, oral language, vocabulary, and alphabet review components.

The Stage Two materials include guidance and recommendations for the suggested timing of lesson components. The “Planning Your Literacy Instruction” section provides guidance on the suggested timing for each unit and its components. For example, the directions state that each unit should take about 120 minutes to complete, taught across four 30-minute blocks. If needed, educators can add another 30-minute block to review missed content, provide extra instruction, or complete further consolidation activities.

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

The materials include lesson guides that refer educators to the “Further Consolidation” section for additional activities. Educators can use the activities for extension activities and cooperative learning. The materials provide specific guidance for five activities. For example, the “Say It, Write It, Read It” activity has students take turns saying a sentence that includes the letter–sound correspondence from the lesson, then write the sentence and share it with the group.


The materials include guidance on the effective use of lesson materials for extended practice, such as homework, extension, and enrichment. The opening statement explicitly frames the purpose of each activity, directs educators to use activities to help students apply their learning, and notes that educators can use activities for extension activities and cooperative learning. For example, the “Word Race” activity directs educators to set a time limit of up to three minutes, have students work in pairs to write a list of words using the letter–sound correspondence from the lesson, and then share their lists and write the words on a class chart. The “Sound Hunt” activity directs educators to have students work in small groups to browse books for pictures representing words with the target letter–sound correspondence, share the words they find, and list them on a chart. In the “Word Wall” activity, students have three minutes to choose a word containing the target letter–sound correspondence, write it on a card, draw a matching picture, share their cards with the group, and display them in the classroom. The “What Am I?” activity directs educators to write 10 words with the target letter–sound correspondence on separate cards, invite a student to choose a card, and have the student silently read the word and then provide two clues for the class to guess.

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 Stage Two materials include diagnostic, formative, and summative assessments at designated stages of the learning progression. For example, a stage assessment at Stages 1, 2, and 3 serve as a diagnostic tool for student placement or to evaluate readiness before advancing. A module review at the conclusion of each module functions as summative assessments of unit-level content mastery. Within each unit, instructional activities such as “Hear It,” “Write It,” and “See It, Say It” provide formative monitoring opportunities.

The Stage Two materials include a variety of instructional assessments at the unit level, including summative assessments that vary in the types of tasks and questions. The materials include a summative assessment at the end of each module, called a review, as well as at the end of each stage, which vary in the types of tasks and questions. For example, the module 4 review assesses each phonics focus and high-utility word from the module by having students “hear it, read it, write it, and see it/say it.” Also, the materials include a variety of instructional assessments at the lesson level, including formative assessments that vary in types of tasks and questions. Each lesson concludes with an activity that assesses students’ knowledge of both encoding and decoding the lesson’s phonics focus. For example, in module 4, unit 9, the “Consolidate Learning” section assesses students on their ability to encode through the “Hear and Write” activity and to decode through the “Read It” activity.

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

The Stage Two Teacher Resource Book includes definitions and intended purposes for the types of instructional assessments included. For example, the materials state that the program builds assessments into it, organizes students for learning, and monitors student progress. In addition, the materials include Stage Two assessments for reading words, which provide examples of the assessment types used to monitor student learning and progress.

The Stage Two Teacher Resource Book includes an intended purpose for each assessment type. The “Assessment Overview” section states that these assessments place students in the program or evaluate readiness to advance to Stage 3. A module review assesses students’ knowledge of the completed module content and alerts educators to content that needs further teaching, practice, and consolidation. The Stage Two assessment introduction states that the assessment helps establish what students know about phonological awareness, letter–sound correspondences, high-utility words, and reading and writing words. The assessment summary helps educators plan for small group or individual reteaching.

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

The Stage Two Teacher Resource Book includes educator guidance to ensure consistent and accurate administration of instructional assessments. The Stage Two assessment provides guidance for administering the assessments. For example, the materials state that the “assessments are designed to be conducted individually.” In addition, the materials direct educators to “Make a copy of each assessment task sheet and show it to the student while conducting your assessment.”

The Stage Two Teacher Resource Book includes educator guidance to ensure consistent and accurate administration of instructional assessments. Each assessment record includes specific educator directions for each task. For example, in the Stage Two “Assessment Record 2,” the “Reading Words” section directs the educator to, “Show the assessment task: Reading words and point to the words one at a time (from left to right). Ask the student to read each word. Record if the student reads the word correctly, the attempt they make if they cannot read the word, and your analysis of the student’s response.”

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

The Stage Two Teacher Resource Book assessments are aligned to the TEKS and objectives of the lesson or unit. For example, in module 4, unit 8, the “Phonological Awareness, Hear It” section asks students to blend sounds and say the word, aligning the diagnostic assessment to the lesson objective of blending phonemes to form words. In addition, in the module 4, unit 2, “High-Utility Words, See It, Say It” section, the educator checks for accuracy as students say and write the word see, aligning the formative assessment to the lesson objective of reading and writing high-utility words. Also in module 4, the “Review Record” aligns the summative assessment with the module’s objectives. The tool assesses students’ knowledge of the skills taught in the module, including rhyming words, blending sounds, and changing sounds.

The Stage Two Teacher Resource Book assessments are aligned to the objectives of the lesson or unit. In the module 4, unit 8, “High-Utility Words, See It, Say It” section, the educator checks for accuracy as students review and write the words animal, after, and park. This activity aligns the formative assessment to the lesson objective of reading and writing high-utility words. In addition, at the end of module 4, the “Review Record” aligns the summative assessment with the module’s objectives by assessing students’ knowledge of the skills taught in the module. For example, the tool asks students to add a sound to a word and say it, demonstrating skills taught in the module, including rhyming, blending, and changing sounds.

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

The Stage Two Teacher Resource Book instructional assessments include TEKS-aligned items at varying levels of complexity. For example, the Stage Two assessment requires students to demonstrate phonological awareness such as rhyming words and segmenting words into syllables. The Stage Two assessment includes reading words, reading high-utility words, and writing words.

The Stage Two Teacher Resource Book instructional assessments include TEKS-aligned items at varying levels of complexity. For example, the module 4 “Review Record” progresses in complexity as students move from saying rhyming words to reading high-utility words such as when, came, and with.

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

The materials include instructional assessments and scoring information that guide the interpretation of student performance. For example, in the Stage Two Teacher Resource Book, the module review identifies students who are, and are not, ready to progress to the next module. Students who are not yet ready continue working on the provided activities for additional support.

The materials include instructional assessments and scoring information that guide the interpretation of student performance. For example, the Stage Two Teacher Resource Book includes scoring information across all five assessment records and the assessment summary. Each assessment record provides a score out of total possible points. For example, “Assessment Record 1” and “Assessment Record 5” are scored out of 5 points, “Assessment Record 2” out of 15 points, “Assessment Record 3” out of 35 points, and “Assessment Record 4” out of 10 points. The assessment summary then compiles all five records into a total score out of 70 points.

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

In the Stage Two Teacher Resource Book, the “Assessment Overview” section explains that assessment data can inform further instruction for individuals or groups of students. The materials do not include guidance on using tasks and activities to respond to trends in student assessment performance.

The Stage Two Teacher Resource Book states that students may have additional time to practice applying their knowledge and skills through small groups or one-on-one instruction with the educator. The materials do not include guidance on using tasks and activities to respond to trends in student 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 include tools to help educators track student progress and growth. For example, in the Stage Two Teacher Resource Book, “Assessment Record 1: Phonological Awareness” instructs the educator to record student responses to phonological awareness tasks, such as identifying or modifying sounds within words. The materials do not include recording documents or self-monitoring tools to help students track their own progress and growth.

The materials include tools to help educators track individual student progress and growth. For example, in the Stage Two Teacher Resource Book, the “Assessment Overview” section states that educators can use reviews to collect specific data as needed and that assessment data can inform instruction for individuals or groups of students. In addition, the module review provides educators with a record to track student performance as they complete each module. The materials do not include student-facing tools to help students track their own progress and growth.

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

The materials include guidance for differentiated instruction for students who have not yet reached proficiency on grade-level content and skills. The materials include an “Assessment Overview” section that states, “students can be given extra time to practice applying their knowledge and skills. This intervention can be done in small groups or one-on-one with the teacher.”

In Stage Two, “Students who demonstrate that they need further assistance can be assessed individually, and a Review record of each student’s results completed. These students can then be taught individually or in small groups, at their point of need.” The materials include examples of reteaching and intervention structures that educators can also use for additional student support in small groups or one-on-one instruction.

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 Stage Two materials include pre-teaching or embedded supports for unfamiliar references in text. For example, the module 1, unit 1, “Oral Language Development” section, includes a “Vocabulary” heading just below the music note symbol and the “Star Light, Star Bright” rhyme. The “Vocabulary” heading identifies a paragraph that provides embedded vocabulary supports related to references in the rhyme students repeated in the previous section of the unit. The paragraph states, “Explain the meaning of unfamiliar words or ideas. For example, a very long time ago, people thought that if they made a wish when they saw the first star in the night sky, then their wish would come true.”

The materials include pre-teaching and embedded supports for unfamiliar vocabulary and references in text. The guidance in the “Overview of the Program Content” section states that “High utility words need to be taught explicitly” and recommends using sound–letter charts to support instruction. The materials include the example of the high-utility word have. The materials direct educators to draw a sound–letter chart and have students tap the three sounds in the word, /h/ /a/ /v/. Students then place a dot in a box to represent each sound and write the letters that represent each sound. The materials include opportunities for students to practice newly learned high-utility words and to read practice sentences containing those words. The materials include sentence stems to support students to use vocabulary in structured responses.

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 Stage Two materials do not include guidance for educators on differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. For example, in the “Planning Your Literacy Instruction” section, the “Planning Considerations” subsection gives the guidance, “Move on to the next unit when most students are able to apply new content accurately.” The materials provide the same assignments for all students, without adjustments for varying student needs or proficiency levels.

The Stage Two materials do not include guidance for educators on differentiated instruction, enrichment, or extension activities for students who have demonstrated proficiency in grade-level content and skills. The Stage Two Teacher Resource Book describes an optional Friday catch-up block focused on review, reteaching, and further consolidation. This guidance targets students who need additional support rather than students who have demonstrated proficiency.

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 Stage Two materials include direct prompts to support modeling and explaining the concepts to be learned. For example, in module 4, unit 1, the “Learn the Letters ff, ll, and ss” section provides the prompt, “Point to the letters ff in the word cliff on the word-picture card. Say: The word cliff ends with the /f/ sound. I will write the letters ff for the /f/ sound. Ask: What could I draw that ends with the letters ff making the /f/ sound? Yes, cliff (fluff, sniff, whiff).”

The materials include direct prompts and guidance to support modeling and explaining the concepts to be learned. The materials include scripted, direct instructions throughout each section of every unit in the Stage Two Teacher Resource Book. Guidance in module 4, unit 1 directs educators to draw an object that ends in ff, write the corresponding letters beside the picture, and model writing other words ending in ff. Educators then repeat this sequence with words ending in ll and ss. The materials include goals that frame what each section models and explains. The materials also include note boxes with instructional guidance on spelling rules, such as the FLoSS rule.

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

The Stage Two materials include educator guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches, such as explaining when and how to transition between whole-group, small-group, and independent learning activities. For example, the “Planning Your Literacy Instruction” section provides guidance for “Block 4: Consolidate Learning” in the fourth column of the table. The guidance states, “Students practice applying new learning and develop fluency. They work in small groups, with a partner, or individually, to consolidate their learning through: dictation, reading sentences, and reading decodable texts.”

The Stage Two materials include guidance for implementing instruction across multiple grouping formats. In the Teacher Resource Book, “Planning Your Literacy Instruction” section, “Block 4: Consolidate Learning” directs educators to have students practice and strengthen new skills through dictation, sentence reading, and decodable texts while working independently, with a partner, or in small groups. For example, in module 6, unit 6, the “Consolidate Learning” section has students practice reading words with the letters air making the r-controlled /air/ vowel sound and extend practice sentences.

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 include support for multiple types of practice, such as guided, collaborative, and independent practice. For example, module 5, unit 1 includes guided practice in the “Oral Language Development” section. The materials direct educators to “Sing the rhyme and have everyone join in. Emphasize words with the long /ā/ vowel sound made with the letters ai and ay. Clap the syllables as you sing.” In addition, the materials include collaborative practice in the “Review” section of the lesson. The section instructs educators to “Remind students that a digraph is two letters that make one sound. Show each word-picture card and have students say the sound. Then have them turn to a partner and take turns saying words that contain each digraph.” The materials also include independent practice in the “Consolidate Learning” section's “Hear and Write” activity. Students listen to a decodable sentence, identify the sounds in each word, and independently write the sentence, “I play in the rain.”

The materials include support for multiple types of practice and provide guidance and recommended instructional structures to support effective implementation. For example, the Stage Two Teacher Resource Book directs educators to conduct module reviews with the whole group to identify students who are ready to progress and those who need further teaching. The materials recommend that students who need additional support receive instruction in individual or small-group settings, based on their point of need. In addition, the materials include consolidation activities for students not engaged in catch-up work, supporting both independent and collaborative practice. The materials also include stage assessments that educators administer individually to students. The assessments provide structured guidance for practice and data collection.

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

The Stage Two Teacher Resource Book does not include guidance for educators on providing linguistic accommodations for various levels of language proficiency (as defined by the ELPS), which are designed to engage students in using increasingly academic language.

Materials include activities in “Say it” to help increase oral language awareness, rhythm, rhyme, and vocabulary for all students. The “Practice Sentences” activities contain words with letter–sound correspondence and high-utility words the students have learned. However, these do not include teacher guidance on providing linguistic accommodations for various levels of language proficiency, as defined by the English Language Proficiency Standards.

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

The Stage Two Teacher Resource Book does not include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.

The Stage Two Teacher Resource Book includes Word-Picture cards that support word correspondence to an image. Rhymes are also provided; however, no implementation guidance exists to support educators in effectively using the materials in state-approved bilingual/ESL programs.

Evaluation for 3.3c
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 Stage Two Teacher Resource Book does not include embedded guidance for educators to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The Stage Two Teacher Resource Book provides “Oral Language Development Vocabulary” activities where teachers receive guidance to support students in the meaning of unfamiliar words. Each module also includes decodable books to work on fluency and comprehension. However, materials do not include embedded guidance for teachers to support emergent bilingual students.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

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

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

The Stage Two Teacher Resource Book includes systematic and sequenced instruction in phonics skills. For example, in module 4, unit 4, under the “Write It” section, students identify the letters f, l, a, and g and the sound each letter represents. The educator points to the picture of a flag on the word-picture card and says, “Here is a picture of a flag. The word flag has four sounds: /f/, /l/, /a/, /g/.” The educator then guides students to identify the adjacent consonant sounds /f/ and /l/ and prompts students to think of additional words containing the /fl/ consonant blend. The lesson continues with students writing words containing two initial adjacent consonants, including -r words such as brag and drum, -l words such as plan and glad, and -s words such as swam and swim. The lesson systematically progresses as the educator connects the sounds in the word frog to their corresponding letters by stating, “I will begin with the /f/ sound, which is the letter f. Now I hear the /r/ sound, which is the letter r. Next, I hear the /o/ sound, which is the letter o, and finally the /g/ sound, which is the letter g.”

The Stage Two materials include a systematic and sequenced introduction of sound–symbol correspondence skills. Module 5 introduces long-vowel patterns from simple to more complex, with each new sound–symbol correspondence building on previously taught patterns. For example, module 5, unit 5 reviews the long /ā/, long /ē/, and long /ī/ vowel patterns introduced in earlier units before introducing the long /ō/ vowel sound spelled with oa and ow. The materials also include decodable books that mirror this instructional progression through connected text. For example, the module 5 decodable books target each vowel spelling in sequence, progressing through ai and ay, then ee and ea, then igh and y, followed by oa and ow, and then vowel-consonant-e patterns. The module concludes with a review book that incorporates all module 5 sound–symbol correspondences.

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 include explicit practice opportunities for sound–symbol correspondence skills, both in isolation and through decodable texts. For example, in the module 5, unit 9, “Phonics” section, the “Words with the Split Digraph u_e” activity states, “Point to the letters -ube in the word cube on the word-picture card. Say: The e is silent and the letter u says its name /ū/. This is the long /y-ōō/ vowel sound. Make a list of words that include the letter sequence -ube. Then make a list of words for other word groups, such as -ute, -une, -use.” The materials also include practice opportunities for sound–symbol correspondence skills in sentences and decodable texts in the “Consolidate Learning” section at the end of each lesson. For example, in the module 5, unit 9, “Consolidate Learning” section, the “Read It” activity states, “To practice reading words with u_e making the long /y-ōō/ vowel sound, have students read: the Module 5, Unit 9 practice sentences; the decodable text, “Rides for All.”

The materials include explicit and intentional ongoing practice opportunities for sound–symbol correspondence skills in the module 5 decodable books. The materials include a sequence of decodable books, each labeled with a specific sound–symbol correspondence that directly aligns with the letter–sound correspondence taught in module 5. The decodable books target long /ā/ spelled ai and ay, long /ē/ spelled ee and ea, long /ē/ spelled y, long /ī/ spelled igh and y, long /ō/ spelled oa and ow, long /ā/ spelled a_e, long /ī/ spelled i_e, long /ō/ spelled o_e, and long /y-ōō/ spelled u_e. For example, in “What an Excuse!,” students read a decodable text that aligns directly to the sound–symbol correspondence taught in the lesson.

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

The Stage Two materials include lessons with explicit phonics instruction and educator modeling. The materials include scripted guidance for teaching new phonics skills, with precise terms, phrasing, and statements that educators can use during core instruction to model these skills. For example, in the module 5, unit 3, “Phonics” section, the “Words with y” subheading states, “Point to the letter y in the word happy on the word-picture card. Say: The letter y can make the long /ē/ vowel sound. Make a list of words that include the letter y, making the long /ē/ vowel sound. See the materials for word-picture cards.”

The Stage Two materials include explicit phonics instruction with educator modeling. In module 4, unit 4, the educator models how to segment the sounds in the word. The educator says, “I am going to write the word frog. I will begin the word with the /f/ sound, which is the letter f. Now I hear the /r/ sound, which is the letter r, then the /o/ sound, which is the letter o, and finally the /g/ sound, which is the letter g. This is the word frog.”

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

The Stage Two daily lessons include opportunities for explicit guided instruction. For example, in the module 5, unit 9, “See It, Say It” section, students learn the new words around and park. The educator says, “I can hear the sounds in around” and “I can hear the sounds in park” and writes the words on the board. Students practice saying each word, tap to count syllables, and air write the words. The educator provides support as students complete the activities. However, the materials do not provide guidance for immediate or corrective feedback.

The materials deliver explicit phonics instruction in Stage Two through scripted educator language focused on vowel pattern connections. The materials provide specific language that directs the educator to explain split digraph patterns and their corresponding sounds during direct instruction. For example, in module 5, unit 8, the “Phonics” section directs the educator to point to the letters in the word bone on the word-picture card and state directly that the e is silent and the letter o says its name to make the long /ō/ vowel sound. The materials further include explicit morphology instruction in the same lesson, directing the educator to explain how suffixes change word meaning using specific language and written examples. The educator provides support as students complete the activities. However, the materials do not provide guidance for immediate or corrective feedback during this lesson.

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 include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice throughout Stage Two lessons. The “Further Consolidation” section includes activities that provide students with opportunities to practice targeted letter–sound correspondences collaboratively with peers. For example, in the “Word Race” activity students work in pairs to generate and write a list of words using the target letter–sound correspondence from the lesson. In module 4, unit 5, students generate words that begin and end with the /sh/ sound. The materials also include collaborative practice through the “Sound Hunt” activity, in which students work in small groups to browse books and identify pictures that represent words containing the target letter–sound correspondence. The materials also include independent practice opportunities that allow students to apply phonics skills on their own. For example, in the “What Am I?” activity, the educator writes 10 words on separate cards and students independently select a card, read the word silently, and choose two clues to help the whole group guess the word. In module 4, unit 5, the word list includes words that begin and end with /sh/, such as ship and wish. Additionally, the materials include independent practice through the “Say It, Write It, Read It” activity, in which students independently say a sentence that includes one or more words with the target letter–sound correspondence, independently write the sentence, and then share it with the whole group. For example, in module 4, unit 5, the decodable sentence is, “Is it a ship?”

The materials include opportunities for students to practice phonics skills through both collaborative and independent learning. The “Practice sentences” teacher guidance directs students to read the sentences to a partner or to a small group, providing a collaborative practice structure within the lesson routine. The same guidance directs students to cut the sentences into individual strips to practice reading on their own and instructs teachers to send the sentences home for additional independent reading practice.

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

The materials include intentional cumulative phonics review and practice. For example, the module 4, unit 9, “Review” section revisits previously taught letters, sounds, and phonics skills from units 1–8, including ff, ll, ss, blending CVCC and CCVC words, and the consonant digraphs ck, sh, ch, ng, and th. The materials also include educator-directed practice in which the educator writes four-sound words, such as next, hand, and jump, and students blend the sounds and read each word. This activity provides opportunities to review and practice previously taught phonics skills. Additionally, the materials include a “Review” section in each module and each unit concludes with a cumulative review that provides students with opportunities to practice previously learned phonics skills.

The Stage Two materials include intentional cumulative phonics review throughout the curriculum. Each decodable text includes a “Teaching Notes” section that provides guidance for a phonics and high-utility word review prior to reading the text. For example, the decodable text “Legs and Wings” includes a box that lists all high-utility words from the module. In addition, in the “Before Reading” section, the “High-Utility Words” subheading instructs educators to, “Write and say the newly introduced high-utility words have and two. Review other high-utility words in the book as needed.”

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

The materials include phonics practice opportunities that focus only on skills that have been explicitly taught. Each unit lesson includes a “Review” section that identifies previously taught letter–sound correspondences before introducing new content. For example, in module 5, unit 9, the “Review” section directs educators to begin by reviewing the long /a/ sound spelled ai and the split digraph a_e; the long /e/ sound spelled ee, ea, and y; the long /i/ sound spelled igh, y, and the split digraph i_e; and the long /o/ sound spelled oa, ow, and the split digraph o_e. After this review, educators introduce the long /y-ōō/ sound spelled u_e. Additionally, the “Consolidate Learning Read It” section directs students to practice reading words with the split digraph u_e by reading the practice sentences and the decodable text, “Rides for All.”

The materials include phonics practice opportunities that focus only on skills that have been explicitly taught. For example, the materials include decodable texts across multiple lessons that contain only the phonics skills introduced in the current or previous lessons. In addition, module 5, unit 1 directs educators to have students practice decoding the focus skill, ai and ay representing the long /ā/ vowel sound, by reading the decodable text “Tails.” Additionally, the materials include opportunities within the decodable for students to practice the current lesson’s focus skill and high-utility words, as well as previously taught phonics skills, including double letters, CVCC and CCVC word patterns, and words containing the /sh/ sound.

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

The Stage Two materials include decodable texts that incorporate the cumulative practice of taught phonics skills. The materials include decodable texts to review and practice the phonics skills of the current lesson, as well as previously addressed skills. For example, the module 4, unit 9 decodable text, “Dogs That Help Us,” includes the phonics skill for this specific lesson, “blending five sounds: CCVCC words.” The decodable text also includes skills from several previous lessons such as /f/ sound made with ff, /l/ sound made with ll, /k/ sound made with ck, /th/ sound made with th, and blending four sound CVCC and CCVC words.

The materials ensure that decodable texts incorporate cumulative practice of taught phonics skills that systematically build on all previously introduced long-vowel correspondences. For example, the module 5 decodable book, “Tails,” targets the long /ā/ vowel sound spelled ai and ay and includes words with that phonic focus, such as tails, tail, stay, wait, ray, way, stays, and waits. Each subsequent text adds a newly taught long vowel pattern so that by “Rides for All” students practice the long /y-ōō/ vowel sound spelled u_e through words such as tune, cute, use, tube, and excuse, drawing on all long vowel correspondences taught across module 5. The cumulative review text, “What an Excuse!” draws on all letter–sound correspondences taught throughout module 5, including words such as ride, excuse, steep, my, slowly, tune, playing, cute, slow, boat, sail, high, make, time, and try.

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

The materials include an instructional focus with opportunities for phonics practice in isolation and in decodable, connected text. For example, in module 5, unit 6, students practice the a_e letter–sound correspondence. The materials also include “Practice Sentences,” in which students apply the target skill in decodable, connected text by reading the sentence, “I make a cake.” Additionally, the materials include the “What Am I?” activity, in which students independently practice the target phonics skill in isolation by selecting a word card, reading the word silently, and providing clues to classmates to help them guess the word.

The materials include lessons with an instructional focus that provide opportunities for phonics practice in isolation and in decodable texts. For example, in the “Further Consolidation” section “Word Wall” activity, individual students choose a word containing the target correspondence, write it on a card, and draw a matching picture, thereby providing focused practice at the isolated-word level. The materials also include the “Say It, Write It, Read It” activity, which directs students to say a sentence containing one or more words with the target correspondence, then write it.

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. For example, "Assessment Record 5: Morphology” asks students to name as many words as possible that contain the base word rain. The materials also include guidance for educators on recording student responses and awarding up to five points based on the number of related words students generate. Possible responses include rainbow, raindrop, and rainy.

The materials include a variety of developmentally appropriate assessment tools. For example, in the Stage Two assessment, the "Reading Words” task directs students to read 15 decodable words representing the major phonics patterns taught throughout Stage Two, providing a developmentally appropriate assessment of decoding skills. The words include cake, bike, rose, cube, chain, play, bean, light, fry, goat, sheet, rang, slow, fluffy, and bright. The materials also include the Stage Two assessment "High-Utility Words” task, which directs students to read 35 high-utility words taught throughout Stage Two, providing a second developmentally appropriate assessment of high-utility word knowledge. The words include he, she, see, these, make, with, was, all, water, some, find, animal, rabbit, little, spider, and other.

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

The materials include progress monitoring tools that systematically and accurately measure students’ acquisition of grade-level phonics skills. For example, the materials include a module review that assesses skills in a systematic sequence, beginning with phonological awareness and progressing to reading, writing, and high-utility word knowledge. The module 4 review assesses phonological awareness by measuring students’ ability to identify rhyming words, blend sounds, segment sounds, and change a sound to make a new word. The materials also include tasks that measure students’ ability to decode and encode words, aligned with the module’s phonics focus, and assess high-utility word knowledge in the "See It, Say It” section.

The materials include progress monitoring tools that systematically and accurately measure students’ acquisition of grade-level phonics skills. For example, “Assessment Record 5” directs the educator to have students generate as many words as possible using the base word rain. The educator records student responses and awards up to five points based on the number of related words students generate, providing a measure of students’ morphological awareness. Possible responses include rainwater, rainbow, raindrops, raining, rains, rained, rainy, rainfall, and rainstorm. Additionally, the materials include a Stage Two assessment summary that consolidates scores from all five assessment tasks into a single student record sheet with a comments column for each task, enabling educators to document both quantitative scores and qualitative observations.

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

The materials include data-management tools for tracking individual student progress, supporting instructional decision-making, and accelerating instruction. For example, the materials include an assessment summary for each stage, allowing educators to record individual student performance. Additionally, the materials include a score column for each skill that records the student’s earned and possible points, as well as a section for documenting the student’s total Stage Two assessment score.

The materials include assessment opportunities throughout the school year that align with progress-monitoring tools. For example, the “Assessment Overview” section states that educators may use a comprehensive stage assessment either to place a student within the program or to assess the student’s readiness to move to the next stage. Additionally, the materials include guidance that stage assessments are administered individually, that they identify content requiring further instruction and consolidation, and that they record detailed student results on the assessment summary.

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

The materials include data-management tools for tracking individual student progress to support instructional decision-making and accelerate instruction. For example, the module 6 “Review Record” captures discrete skill-level data across the following segments: segmenting into syllables, adding sounds, changing sounds, high-utility words, reading unusual vowel combinations, reading vowel digraphs, reading r-controlled vowels, reading diphthongs, and dictation. The materials also include a check column and scored sections for each skill, allowing educators to record whether student responses are correct and to document performance by skill. Additionally, the “Reading” section directs educators to present words organized by phonics category and record student accuracy, providing a detailed skill-by-skill profile of individual mastery across module 6.

The materials include data-management tools for tracking individual student progress, supporting instructional decision-making and accelerating instruction. For example, the materials include a Stage Two assessment summary that allows educators to record individual student performance across specific phonological awareness and phonics skills. The materials also include assessment categories for phonological awareness, reading words, high-utility words, writing, and morphology. Additionally, the materials include score columns for each skill that document the points earned and points possible, as well as a section for recording the student’s total Stage Two assessment score.

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

The materials include structured tools for tracking individual student progress at the module level, but do not include tools for monitoring or analyzing data across the whole class. For example, the module 4 “Review Record” contains scored sections for rhyming words, blending sounds, segmenting sounds, changing sounds, reading decodable words, dictation, and high-utility words. The materials also include name and date fields on the record, confirming that each assessment is intended to document a single student’s individual performance.

The materials do not include data-management tools to track whole-class student progress and analyze patterns and instructional needs. For example, the materials include Stage Two assessment tools in which educators track individual student results by specific phonological awareness and phonics skills. These assessment tools are designed for individual student recording and do not include data for the whole class.

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

The materials include a module review administered at the end of each module to assess student progress on the skills taught. However, the materials do not include guidance for adjusting the frequency of progress monitoring based on individual student performance or instructional need.

The materials include guidance on how to respond to assessment results but do not provide specific guidance on how often to monitor student progress based on individual strengths or needs. For example, the Stage Two “Assessment Overview” section states that educators may use assessments for placement in the program or administer assessments at the completion of module 5, establishing fixed points for assessment administration.

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 include guidance on accelerating learning using progress-monitoring data to support mastery of specific concepts. For example, the Stage Two “Assessment Record 1“ assesses students on five distinct phonological awareness skills: rhyming words, segmenting into syllables, removing a sound, adding a sound, and changing a sound. The record includes a check column and total score out of 5. In addition, the Stage Two “Assessment Overview” section explains that the assessment summary is designed to support planning for small-group or individual reteaching based on student needs. Additionally, the materials include a discontinue rule that directs educators to stop the assessment if a student misses five or more answers.

The materials include guidance on accelerating learning using progress-monitoring data to support mastery of specific concepts in Stage Two. For example, the “Assessment Overview” section states that “students who demonstrate that they need further assistance can be assessed individually.” The materials also explain that educators can teach these students individually or in small groups at their point of need. Additionally, the “Assessment Overview” section notes that the review process can alert the educator to content that needs further teaching, practice, and consolidation. Together, this guidance supports educators in using assessment data to provide targeted instruction and additional support to help students develop mastery of phonics skills.

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 include explicit instructional guidance for developing oral language and oracy through modeling, guided practice, and independent oral production. For example, in the module 7, unit 3, “Oral Language Development: Say It” section, the educator sings “The Gentle Giant,” emphasizing the /j/ sound and highlighting the target letter–sound correspondences while students participate by clapping each syllable or using finger clicks. In the module 7, unit 4, “Oral Language Development: Say It” section, the educator sings “Dance All Fancy,” emphasizing the /s/ sound represented by ce, ci, and cy, while students join in by singing and repeating the target sounds. Additionally, the “Vocabulary” sections in both lessons direct educators to explain unfamiliar words using student-friendly language, supporting students’ oral vocabulary development. Module 7, units 3 and 4, also include a “Write Words” activity where students write a sentence using at least two words containing the target sound and share their sentences aloud.

The materials include systematic instructional guidance for developing oral language and oracy through a variety of methods. For example, in module 5, unit 8, the lesson begins with educator modeling of phoneme segmentation as the educator breaks the word joke into the sounds /j/, /ō/, /k/ and poke into /p/, /ō/, /k/ while students listen. Students then repeat and segment words during guided practice, providing opportunities to apply the skill orally. The lesson continues with educator modeling of phoneme blending by combining the sounds /r/, /ō/, /s/ to form rose and /f/, /ō/, /n/ to form phone, followed by guided practice in which students blend sounds and say the words aloud. Additionally, the educator models adding beginning sounds /v/ and /h/ to the rimes ote and ome to form the words vote and home, and students independently repeat the completed words. The lesson concludes with phoneme manipulation, as the educator models changing the initial sound in joke to form poke and in pole to form hole, after which students independently produce the new words.

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

The materials include opportunities for students to engage in academic communication for different purposes and audiences. For example, in the Stage Two Teacher Resource Book, “Further Consolidation: What Am I?” section, students silently read a word card and provide two descriptive clues about the word’s meaning while classmates listen and determine the word being described. Additionally, in the “Further Consolidation: Say It, Write It, Read It” section, students take turns creating and sharing original sentences that include one or more words with the target letter–sound correspondence before writing their sentences and sharing them with the group.

The materials include opportunities for students to engage in social communication for different purposes and audiences. For example, in the Stage Two Teacher Resource Book, “Further Consolidation: Word Race” section, students work with a partner to create a list of words that include the target letter–sound correspondence, share their lists aloud, and contribute words to a class chart. In the “Further Consolidation: Sound Hunt” section, students collaborate in small groups to browse books, locate pictures representing words with the target letter–sound correspondence, and share their findings with group members before recording the words on a chart.

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

The materials include authentic opportunities for students to listen actively, ask questions, engage in discussion, and share information and ideas. For example, in the module 4 decodable text, “Run, Jack, Run!,” the educator notes guide the educator to establish a purpose for listening before reading by stating, “You can read all the words in this book.” During reading, students actively listen and respond to educator prompts by locating words in the text that end with the /k/ sound and identifying the two letters that represent that sound. After reading, the “Comprehension” section includes literal, inferential, and evaluative questions, such as “Who runs after Jack the rabbit?” “Is Jack the rabbit safe? How do you know?” and “Why do you think Mack the fox is chasing Jack the rabbit?”

The materials include authentic opportunities for students to listen actively, ask questions, engage in discussion and share information and ideas. For example, in the module 4 decodable text, “Hop and Run,” the educator notes guide the educator to establish a purpose for listening before reading by stating, “You can read all the words in this book.” During reading, students actively listen and respond to educator prompts by locating words in the text that end with the /f/ sound and identifying the two letters that represent that sound. After reading, the “Comprehension” section includes literal, inferential, and evaluative questions, such as “Can Jeff and Tess run and hop?” “Are Tess and Jeff trying very hard to win?” and “Do you think the children are having fun?”

Evaluation for 5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)

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 for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (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 teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (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) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (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 (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)

The materials systematically introduce letter–sound relationships in an order that allows for application to basic decoding and encoding in Stage Two. Module 4 introduces double letters and adjacent consonants—including /f/ spelled ff, /l/ spelled ll, and /s/ spelled ss—then moves into blending four and five sounds in CVCC and CCVC words. Module 5 introduces long vowel sounds, beginning with long /ā/ spelled ai and ay and progressing through long /ē/, /ī/, /ō/, and /y-oo/ patterns. Each module ends with a review unit that revisits all the phonics focuses taught.

The materials explicitly introduce letter–sound relationships in an order that allows for application to basic decoding and encoding. In the “Phonics” section of each lesson, the first activity provides a script in which the educator explicitly introduces each letter–sound relationship, enabling its application to basic decoding. For example, in module 4, unit 5, the “Learn the Consonant Digraph sh” section states, “Explain that the letters s and h together make the /sh/ sound. Say: We are going to write the letter s and h. When these letters are together, they make the /sh/ sound. Point to the letters sh in the word shark on the word-picture card. Say: The word shark begins with the /sh/ sound. I will write the letters s and h for the /sh/ sound.” The “Write Words” section of each lesson provides a script in which the educator explicitly introduces letter–sound relationships that can be applied to encoding. For example, the module 4, unit 5 lesson states, “Say: I am going to write the word ship. I will begin with the /sh/ sound, the letters sh. Now I hear the /i/ sound, which is the letter i and the /p/ sound, which is the letter p. This is the word ship.”

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

The materials do not include educator guidance for providing direct instruction focused on connecting phonemes to letters within words, with recommended explanatory feedback for students based on common errors or misconceptions. For example, in module 5, unit 2, the last sentence of the “Write Words” section states, “Check for accuracy.” There is no further guidance for feedback.

The materials do not include educator guidance for providing direct instruction focused on connecting phonemes to letters within words, with recommended explanatory feedback for students based on common errors or misconceptions. For example, in module 5, unit 2, the last paragraph in the “See It, Say It” section states, “Support students as they learn the word: say the letter names in the word; and air write the word. Have students say the letters in the word. Check for accuracy.” There is no further guidance for feedback.

Evaluation for 5.C.2c
Materials include a variety of activities and/or resources 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 decodable connected text. (PR 2.A & 2.A.3) (S)

In module 5, unit 5, the materials develop and practice letter–sound correspondence for decoding one-syllable words in isolation, then extend this learning to decodable connected text. In the “Words with oa and ow“ section the educator points to the target letters in the words boat and row and builds a class list of words that share the long /ō/ sound, thereby developing students’ understanding of the letter–sound correspondence. Students then apply this knowledge in the “Write Words“ activity by writing a sentence with the target sound and circling matching words on the whiteboard, giving them practice in isolation. The materials extend this practice into connected text through the decodable book, “Tugboats.” Before reading, students “blend the sounds in words with the phonic focus,” with the educator script modeling, “Say each sound and blend the sounds together. For example: /t/ /ō/ tow.” This modeling develops students’ understanding of the sound in context. During reading, the materials instruct educators to “encourage students to decode words such as boat and down that have the vowel digraphs oa and ow,” applying the skill with practice. After reading, the materials prompt cumulative review by asking, “Can you find words that use oa and ow? Say each sound in the words and listen for the long /ō/ vowel sound.”

In module 5, unit 6, the materials develop and practice letter–sound correspondence for decoding one-syllable words in isolation, then extend this learning to decodable connected text. In the “Words with the Split Digraph a_e” section the educator points to the letters in the word cake and builds a class list of words sharing the long /ā/ sound, such as lake, bake, and plate. This demonstration develops students’ understanding of the letter–sound correspondence. Students then apply this knowledge in the “Write Words” activity by writing a sentence with the split digraph and circling matching words on the whiteboard, giving them practice in isolation. The materials extend this practice into connected text through the decodable book, “The Brave.” Before reading, students “blend the sounds in words with the phonic focus,” with the educator script modeling, “Say each sound and blend the sounds together. For example: /j/ /ā/ /k/ Jake.” This modeling develops students’ understanding of the sound in context. During reading, the materials instruct educators to “encourage students to decode words with a_e, such as brave and safe,” applying the skill with practice. After reading, the materials prompt cumulative review by asking, “Can you find these words: Jake, Kate, and Jane? Can you see the pattern with the letters a_e?”

Evaluation for 5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level 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). (PR 2.A.1)

The materials include a systematic sequence for introducing phonological awareness activities aligned with grade-level TEKS, beginning with larger units of sound and gradually transitioning to smaller ones. The “Phonological Awareness” section of each lesson begins with larger units of sound and progresses to smaller units. For example, the module 5, unit 3 lesson begins with the “Rhyming Words” activity, where the educator gives students a series of words and students “identify the words that rhyme.” Next, students break words into syllables in the “Segment into Syllables” activity, then blend them in the “Blend Syllables” activity. Finally, the “Change a Sound” activity states, “Have students repeat a word after you. Ask them to change the initial sound, then say the new word. Demonstrate this task first. Word: bunny; Change sound: /b/ to /f/; New word: funny.”

Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level 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 symbols). Module 5, unit 5 introduces an intentional, systematic sequence for phonological awareness. Students segment compound word, blend sounds, add a sound, then remove a sound.

Evaluation for 5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)

The materials do not include direct instruction for teaching phonological awareness skills with recommended feedback for students based on common errors or misconceptions. The materials provide only general instructions on phonological awareness and do not address specific errors or misconceptions. There is no guidance on how to correct mistakes students make during phoneme identification or blending. For example, in the module 5, unit 8 lesson, the “Blend Sounds” activity states, “Say the sounds in a word. Ask students to repeat the sounds and then blend the sounds to say the word: /r/ /ō/ /s/ rose.”

The materials do not include direct instruction for teaching phonological awareness skills with recommended feedback for students based on common errors or misconceptions. The materials provide only general instructions for phonological awareness and do not address specific errors or misconceptions. There is no guidance on how to correct mistakes students make during phoneme identification or blending. For example, in the module 5, unit 6 lesson, the “Segment into Sounds” activity states, “Say a word. Ask students to repeat the word and then segment it into sounds. Use sound–letter charts (one per student) with tokens, and have students place a token in a box for each sound they hear: make /m/ /ā/ /k/.”

Evaluation for 5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)

The materials include activities and/or resources that include the use of memory-building strategies such as rhymes, chants, or songs to strengthen sound memory. For example, in the module 5, unit 7 lesson the “Say It” section states, “Sing the rhyme and have everyone join in. Emphasize words with the long /ī/ vowel sound made with the letter sequence i_e. Clap the syllables as you sing. Alternatively, tap each syllable or use finger clicks. ‘One, Two, Three, Four, Five, Once I caught a fish alive, Six, Seven, Eight, Nine, Ten, Then I let it go again. Why did you let it go? Because it bit my finger so. Which finger did it bite? This little finger on the right.’” The materials include a variety of activities and resources to help students develop and practice phonological awareness skills aligned with grade-level TEKS. The “Phonological Awareness” section of each lesson includes activities for students to develop and practice phonological awareness skills, such as rhyming words, blending and segmenting sounds, and changing a sound to make a new word. For example, the module 4, unit 1 lesson includes the “Rhyming Words” activity where students “put their thumbs up if the two words rhyme, and thumbs down if they don’t rhyme.” Next, students “repeat the sounds, blend the sounds, and say the word” in the “Blend Sounds” activity. After blending sounds, students complete the “Segment into Sounds” activity with words such as “smell /s/ /m/ /e/ /l/ and kiss /k/ /i/ /s/.” Finally, the “Change a Sound” activity states, “Have students repeat a word after you. Ask them to change one sound and then say the new word. Demonstrate this task first. Word: tell; Change sound: /t/ to /s/; New word: sell.”

The materials include activities and resources to help students reinforce phonological awareness skills through cumulative review. The module 5 review revisits phonological awareness skills students developed and practiced across the module, including segmenting words into syllables, removing a sound from the beginning of a word, changing a sound to form a new word, and adding a sound to a rime. For example, students segment floated into float–ed and bookcase into book–case, remove the /f/ sound from flight to say light, change the /t/ sound in train to /b/ to say brain, and add /b/ to the rime ike to form bike. The module 5 “Review Record” includes a structured individual review tool that assesses the same cumulative set of phonological awareness skills, allowing educators to track student mastery across the module.

Evaluation for 5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)

The Stage Two Teacher Resource Book includes a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes and gradually transitions to more complex phoneme manipulation activities, such as adding, deleting, and substituting phonemes. For example, in module 4, unit 7, students first blend the sounds /r/, /i/, /ng/ to form the word ring. The lesson then progresses to the more complex skill of substituting phonemes, as students identify new words by changing the initial sound /s/ to /g/ to change the word song to gong. Students also practice adding an initial sound to the rime ang by adding the sound /s/ to form the word sang.

Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. As the modules progress, students continue to practice these phonemic awareness skills while applying them to increasingly complex phonics concepts. For example, in module 5, unit 9, students are using u_e to segment into sounds, blend sounds, add sounds, and change sounds, whereas in module 4, unit 1, students were learning the floss rule and using ff, ll, and ss to identify rhyming words, blend sounds, segment into sounds, and change sounds. This intentional progression reinforces foundational phonemic awareness skills while extending the students’ ability to manipulate phonemes with increasingly sophisticated word patterns.

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

The materials include direct instruction for teaching phonemic awareness, but do not have recommended explanatory feedback for students based on common errors and misconceptions. A note in a lesson states, “In words with the letter sequence a_e, the first vowel says its name, and the e is usually silent. The letter sequence a_e is also called a split-vowel digraph.” This note provides an explicit reminder for educators to share with students but does not provide feedback to students.

The materials include direct instruction for teaching phonemic awareness, but do not have recommended explanatory feedback for students based on common errors and misconceptions. A note in a lesson states, “In words with the letter sequence i_e, the first vowel says its name, and the e is usually silent. The letter sequence i_e is also called a split-vowel digraph.” This note provides an explicit reminder for educators to share with students but does not provide feedback to students.

Evaluation for 5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)

The materials include direct guidance for connecting phonemic awareness skills to the alphabetic principle to support students in the transition from oral language activities to basic encoding. The materials do not include decoding in this transition. For example, in module 4, unit 9, the educator models the connection between phonemes and graphemes. The educator provides a direct think-aloud and models the process. Students hear the phonemes /t/, /r/, /u/, /n/, and /k/ and connect each to the corresponding letters t, r, u, n, and k. Then students write the word. The material does not ask students to read the word after writing it. Therefore, the material does not include decoding in the transition from oral language activities.

The materials include direct guidance for connecting phonemic awareness skills to the alphabetic principle to support students in the transition from oral language activities to basic encoding. The materials do not include decoding in this transition. For example, in module 4, unit 1, the educator models the connection between phonemes and graphemes. The educator provides a direct think-aloud and models the process. Students hear the phonemes /o/, /f/, and /f/ and connect each to the corresponding letters o, f, and f. Then students write the word. Students do not read the word after writing it, so the material does not include decoding in the transition from oral language activities.

Evaluation for 5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)

The materials include a variety of activities and resources to help students develop and practice phonemic awareness skills. Students develop phonemic awareness in “Rhyming Words” activities by listening to the educator say a series of words, then indicating which two words rhyme. For example, in module 5, unit 2, the “Rhyming Words” activity states, “Say a series of words. Ask students to identify the words that rhyme: team, beam, heat (team, beam).” Additionally, students use tokens and sound–letter charts in the “Segment into Sounds” activity to indicate how many sounds are in a word. For example, the module 5, unit 2 lesson states, “Say a word. Ask students to repeat the word and then segment it into sounds. Use sound–letter charts (one per student) with tokens, and have students place a token in a box for each sound they hear: leash /l/ /ē/ /sh/.” Students practice phonological awareness in the activities at the end of each decodable book. For example, in the decodable text, “Mee Mee’s Tail,” the “Teaching Notes” section includes a “Phonological Awareness” activity that states, “Close the book. Say: I will say a word. I want you to repeat the word and then change the beginning sound to make a new word. For example: need—change /n/ to /r/ reed. Now you try: feet—change /f/ to /m/ (meet).”

The materials include activities and resources for students to reinforce phonemic awareness skills through cumulative review. The module 7 review revisits phoneme-level skills students developed and practiced across the module, including segmenting words into syllables, removing a syllable, adding a sound to a rime, and changing a sound to form a new word. For example, students segment giraffe into gir–affe and automobile into au–to–mo–bile, remove the syllable ing from watching to say watch, add /g/ /l/ to the rime ove to form glove, and change the /t/ sound in pheasant to /p/ /l/ to say pleasant. The module 7 “Review Record” includes a structured individual review tool that assesses the same cumulative set of phoneme-level skills, allowing educators to track student mastery across the module.

Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)

The materials include a systematic sequence for introducing grade-level sound–spelling patterns. In module 6, unit 1, students learn the /ow/ sound made with ow and ou. The materials progress through the short oo sound in unit 2, then advance to r-controlled vowel patterns across units 3–7, covering ar, or/ore/our, er/ur/ir, air, and ear/eer. Units 8 and 9 introduce the oy/oi diphthong and the long oo sound made with ew, ue, and oo. The materials include a sequence from simpler vowel diphthongs toward increasingly complex r-controlled and variant vowel patterns.

The materials include a systematic sequence for introducing grade-level sound–spelling patterns, as outlined in the TEKS. Toward the beginning of the Teacher Resource Book, the “Overview of Program Content” section outlines the word study sections of the lesson, indicating the systematic progression within each lesson. For example, lessons begin with the “Oral Language Development” section before progressing into the “Vocabulary” section. The “Review” section of each lesson “gives students the opportunity to practice retrieving and applying” previously taught information. After reviewing phonics skills from previous lessons, the materials introduce new concepts in the following systematic order: phonological awareness, phonics, high-utility words, and morphology.

Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)

The materials include a systematic sequence for introducing grade-level sound–spelling patterns, as outlined in the TEKS. The “Scope and Sequence” shows the order in which the materials introduce letter–sound relationships. In the Stage Two “Scope and Sequence” section, the module 4 “Phonics Teaching Units” table outlines which sound–spelling patterns each unit introduces. For example, unit 1 introduces “/f/ sound made with ff as in cliff, /l/ sound made with ll as in doll, /s/ sound made with ss as in dress.” Unit 2 introduces “/k/ sound made with ck as in duck.”

The materials include educator guidance for delivering direct instruction on additional grade-level sound–spelling patterns. For example, in module 5, unit 9, the educator guide directs educators to point to the letters ube in the word cube on the word-picture card and explain that the e is silent and the letter u says its name, forming the long /y-oo/ vowel sound. Educators then generate a list of words containing this letter sequence, including cube, mute, and tube, and a second list of words with other spellings of the same sound, such as dune, fuse, and accuse. The guide instructs educators to write a sentence using a word with the split digraph u_e, modeling how to identify the pattern within connected text. A note further explains to educators that in words with the letter sequence u_e, the first vowel says its name and the e is usually silent.

Evaluation for 5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)

The materials include a variety of activities and resources to help students develop grade-level sound–spelling patterns. Students engage in whole-group phonics lessons where the educator introduces a target sound, models how it is spelled using visual aids, and provides a list of words that include the letter sequence. For example, in module 5, Unit 9, the “Words with the Split Digraph u_e” section states, “Point to the letter -ube in the word cube on the word-picture card. Say: The e is silent and the letter u says its name /ū/. This is the long /y-ōō/ sound. Make a list of words that include the letter sequence -ube. Then make a list of words for other letter groups such as: -ute, mute, cute; -une, dune, tune; -use, fuse, accuse, muse.” The materials include a variety of activities and resources for students to practice grade-level sound–spelling patterns. After the whole-group phonics lesson, students practice sound–spelling patterns through dictation. For example, in the module 5, Unit 9, “Consolidate Learning” section, the “Hear and Write” activity states, “Say: I am going to read a sentence to you. Listen to the words in the sentence as I read them. Think about the sounds you hear in each word and the letters that make these sounds. Read the decodable sentence: It was a cute tune. Repeat each word slowly and then have students write the sentence. Check for accuracy.” Additionally, on the last page of the Teacher Resource Book students practice grade-level sound–spelling patterns in a variety of activities in the “Further Consolidation” section. For example, the “Word Race” activity states, “Set a time limit of up to three minutes for this activity. Working in pairs, have students write a list of words using the letter–sound correspondence the lesson is focused on. Then have pairs share their lists and write the words on a class chart.”

The materials include a variety of decodable books to help students develop, practice, and reinforce grade-level sound–spelling patterns. In module 4 students develop single sound–spelling correspondences through early decodable titles, including “Hop and Run” for the ff, ll, and ss spellings and “Run, Jack, Run!” for the ck spelling. Students then practice blending multiple sounds together in titles such as “How Ants Make Nests,” which targets CVCC words, and “Dogs That Help Us,” which targets CCVCC words. The materials include sound–spelling patterns through cumulative review. The final decodable book in the module, “My Dog Scamp,” contains words drawn from every letter–sound correspondence taught across module 4, giving students an opportunity to apply the full range of patterns in connected text.

Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)

The materials provide a variety of activities and resources to support students in decoding and encoding words that include taught sound–spelling patterns in decodable connected text that builds on previous instruction. Each unit has decodable books for the students to practice decoding sound–spelling patterns taught in the unit, as well as sound–spelling patterns taught in previous units within that same module. For example, the module 4, unit 5 decodable text, “In the Fog,” provides practice decoding the current skill, the consonant digraph sh making the /sh/ sound. The decodable text also includes skills from previous units such as consonant digraph ck making the /k/ sound from unit 2, and blending four sound CVCC words from unit 3. The materials include encoding words in connected text in the “Hear and Write” activity in each lesson. For example, in the module 4, unit 6, “Consolidate Learning” section, the “Hear and Write” activity states, “Say: I am going to read a sentence to you. Listen to the words in the sentence as I read them. Think about the sounds you hear in each word and the letters that make these sounds. Read the decodable sentence: I can chop. Repeat each word slowly and then have students write the sentence. Check for accuracy.”

The materials include additional resources for decoding and encoding words with taught sound–spelling patterns. The module 4 practice sentences give students connected text to decode using patterns and high-utility words from each unit. For example, the unit 1 practice sentences include words with the ff, ll, and ss doubling pattern, such as “he has a lot of stuff.” The Stage Two assessment tasks extend decoding practice to an isolated word list, presenting words such as cake, bike, chain, and goat for students to read independently, without sentence or story context. The materials also support encoding within connected text. In the “Hear and Write” activity educators read a full decodable sentence aloud, such as “I see a leaf,” and students write it from dictation, applying the taught long-vowel pattern in context rather than in isolation.

Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)

The Stage Two “Scope and Sequence” includes the systematic pairing of high-frequency words with taught letter–sound patterns across modules 4 and 5. Module 4 includes regular high-frequency words that use the sounds and letters taught that unit, such as he, she, and see. The same module introduces some irregular words for their high utility despite nonphonetic spellings, including was, have, two, and water. Module 5 follows the same structure with eat and animal appearing as regular words tied to the long /ā/ sound taught in unit 1, alongside irregular words like her, saw, and our. Each module ends with a review unit that revisits every high-frequency word from that module, and new words consistently build on words introduced in earlier units rather than repeating or skipping ahead.

The materials include a systematic sequence for introducing regular and irregular high-frequency words. Module 4 begins by introducing regular high-frequency words in the “High-Utility Words” section. For example, in unit 1, the “See It, Say It” activity states, “Say: We are going to learn two new words. Show the words he and she, and say them slowly. Write the word he and say: I can hear the sounds /h/ /ē/. Draw a sound–letter chart to show the sounds in the word. Say: I will put a dot in a box for each sound that I hear. Then I will write the letter or letters that represent each sound. Point out the letter–sound correspondence that students already know: h making /h/.” In module 4, unit 4, the “See It, Say It” activity states, “Review the words already learned: he, she, see, these, make, and wish. Say: We are going to learn three new words. Show the words for, was, and all, and say them slowly. Write the word for and say: I can hear the sounds /f/ /or/. Draw a sound–letter chart to show the sounds in the word. Say: I will put a dot in a box for each sound that I hear. Then I will write the letter or letters that represent each sound. Point out the letter–sound correspondence that students already know: f making /f/. Support students as they learn the word: say the letter names in the word; arm tap the word; and air write the word. Have students practice writing the word several times. Check for accuracy. Repeat the teaching sequence for the words was /w/ /u/ /z/ (w-a-s) and all /o/ /l/ (a-ll).”

Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)

The materials include explicit educator guidance for decoding and encoding regular high-frequency words. In module 5, unit 1, the “Phonics” and “High-Utility Words” sections introduce eat and animal, both regular words that follow the long /ā/ vowel pattern taught in the unit. The educator script has students say each word slowly, segment it into sounds, and use a sound–letter chart to connect sounds to letters, then write and repeat the word for accuracy. The “Consolidate Learning” section then has students decode a dictated sentence containing the target vowel pattern and taught high-utility words.

The materials include educator guidance to provide direct instruction for decoding and encoding regular and irregular high-frequency words. In module 4, unit 7, students learn the irregular high-frequency word have. The educator states, “We are going to learn two new sounds.” The educator shows the word, writes it, and says, “I can hear the sounds /h/ /a/ /v/.” The educator draws a sound–letter chart and places a dot in each box to represent each sound. The educator supports students as they learn the word, and then students practice writing the word. The “Phonics” section includes regular high-frequency words. In the “Learn the Consonant Digraph ng” section the educator explains that “the letters n and g together make the /ng/ sound.” The educator says, “We are going to write the letters n and g. When these letters are together, they make the /ng/ sound.” The educator shows the letter–sound picture card, points to the letters ng in the word ring, and states that the word ends in ng and makes the /ng/ sound. In the “Write Words” section, the educator writes a word containing the letters ng, which make the /ng/ sound. Students copy the word on their whiteboard and say other words that have ng.

Evaluation for 5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)

The materials include a variety of activities and resources for students to practice and reinforce their skills in decoding regular high-frequency words. Students practice skills to decode regular high-frequency words in the practice sentences included with each unit. For example, in module 5, unit 3 the practice sentences include the regular high-frequency words I, it, a, and and. Students reinforce their skills in decoding regular high-frequency words through cumulative review in the decodable books included with each unit. For example, the module 5, unit 3 decodable text, “This Sunny Day,” includes the regular high-frequency words this, the, they, of, and have. Additionally, the materials include a variety of activities and resources for students to develop and practice skills for encoding regular high-frequency words. Students develop skills to encode regular high-frequency words in the “See It, Say It” section of each lesson. For example, the module 5, unit 3 lesson states, “Say: We are going to learn two new words. Show the words down and rabbit, and say them slowly. Write the word down and say: I can hear the sounds /d/ /ow/ /n/. Draw a sound–letter chart to show the sounds in the word. Say: I will put a dot in a box for each sound that I hear. Then I will write the letter or letters that represent each sound. Point out the letter–sound correspondence that students already know: d making /d/ and n making /n/. Support students as they learn the word: say the letter names in the word; arm tap the word; and air write the word. Have students practice writing the word several times. Check for accuracy.” Students practice skills to encode regular high-frequency words through the “Consolidate Learning” section of each lesson through the “Hear and Write” activity. For example, the module 5, unit 3 lesson states, “Say: I am going to read a sentence to you. Listen to the words in the sentence as I read them. Think about the sounds you hear in each word and the letters that make these sounds. Read the decodable sentence: I am very messy. Repeat each word slowly and then have students write the sentence. Check for accuracy.” The materials do not include opportunities for students to reinforce their skills in encoding regular or irregular high-frequency words through cumulative review.

The materials include a variety of activities and resources for students to practice and reinforce skills to decode irregular high-frequency words. Students practice skills to decode irregular high-frequency words in the practice sentences included with each unit. For example, the module 4, unit 9, practice sentences include the irregular high-frequency words some and your. Students reinforce skills to decode irregular high-frequency words through cumulative review in the decodable books included with each unit. For example, the module 4, unit 9 decodable text, “Dogs That Help Us,” includes the irregular high-frequency words some, you, and find. Additionally, the materials include a variety of activities and resources to help students develop the skills to encode irregular high-frequency words. Students develop skills to encode irregular high-frequency words in the “See It, Say It” section of each lesson. For example, the module 4, unit 9 lesson states, “Say: We are going to learn two new words. Show the words some and find, and say them slowly. Write the word some and say: I can hear the sounds /s/ /u/ /m/. Draw a sound–letter chart to show the sounds in the word. Say: I will put a dot in a box for each sound that I hear. Then I will write the letter or letters that represent each sound. Point out the letter–sound correspondence that students already know: s making /s/. Support students as they learn the word: say the letter names in the word; arm tap the word; and air write the word. Have students practice writing the word several times. Check for accuracy.” The materials do not include opportunities for students to reinforce skills to encode irregular and regular high-frequency words through cumulative review.

Evaluation for 5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)

The materials include resources for students to read and write high-frequency words within connected text. The module 5 decodable books embed words including down, rabbit, her, saw, little, look, and around across multiple titles, including “This Sunny Day,” “Rides for All,” and “What an Excuse!” This continuity gives students repeated connected-text reading practice as these words resurface from book to book. Connected-text writing practice appears across module 5 in the “Consolidate Learning” sections. In unit 3 the educator reads the sentence, “I am very messy,” aloud and students listen for the sounds and letters in each word before writing the full sentence themselves. In unit 6 the same routine has students write the sentence, “I make a cake,” after listening to the educator read it aloud.

The materials include a variety of activities and resources for students to read and write high-frequency words in isolation and in connected text. Students read high-frequency words in isolation prior to reading each decodable text. For example, in the “This Sunny Day” decodable text, on the last page of the “Teaching Notes” section, the “High-Utility Words” activity states, “Write and say the newly introduced high-utility words: down and rabbit. Review other high-utility words in the book as needed.” Additionally, students read high-frequency words in connected text in decodables throughout each module. For example, the module 5, unit 3 decodable text, “This Sunny Day,” includes the high-frequency words the, is, they, have, when, it, and but.

Evaluation for 5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)

In modules 4 and 5 the review pages include a systematic sequence of syllable types established in the “Scope and Sequence.” In the module 4 review the material blends s and segments words using the double-letter and adjacent-consonant patterns taught in that module, such as segmenting chip into /ch/ /i/ /p/ and writing dictated words like nest, ship, and ring. This review confirms mastery of closed-syllable patterns before moving forward. In the module 5 review the material segments words into syllables using the long-vowel patterns introduced in that module, such as floated into float-ed and lighting into light-ing. The review also has students write dictated words like bake, rose, and light that reflect the vowel team and split digraph patterns taught in that module.

The materials include a systematic sequence for introducing grade-level syllable types, as outlined in the TEKS. Toward the beginning of the Teacher Resource Book, in the “Overview of Program Content,” the “Phonics: How is it Taught Effectively?” section states, “Phonics is the mapping of sounds to letters, and it's most effectively taught using a systematic approach . . . In Stage Two, students learn double letters, adjacent consonants, long vowels, how to read longer multisyllabic and compound words, and exceptions to spelling rules.”

Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)

The materials do not include guidance for the educator to provide direct instruction for applying knowledge of syllable types to decode and encode one-syllable words. The materials only address syllables in the “Oral Language Development” section of each lesson when the educator sings a rhyme and claps syllables as they sing. There is no evidence of explicit instruction of syllable types to apply to decoding or encoding. For example, in module 4, unit 8, the “Say It” activity states, “Sing the rhyme and have everyone join in. Emphasize the /th/ sound. Clap the syllables as you sing. Alternatively, tap each syllable or use finger clicks.”

The Stage Two “Scope and Sequence” outlines phonics focus areas for modules 4 and 5. Every unit addresses letter–sound correspondences, phoneme blending, or long vowel patterns. The materials do not include units that address syllable types or syllable division principles. The materials build one-syllable word skills through phoneme-level instruction only.

Evaluation for 5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)

The materials do not include a variety of activities or resources for students to develop, practice, and reinforce skills to decode and encode one-syllable or multisyllabic words through cumulative review. The materials provide practice sentences for students to decode, offering an opportunity to apply word-reading skills in connected text. However, the materials do not explicitly identify the syllable types, syllable division principles, or previously taught skills that students apply when decoding the words. The materials do not demonstrate opportunities for students to encode words or engage in cumulative review of one-syllable or multisyllabic words.

The materials do not include a variety of activities or resources for students to develop, practice, and reinforce skills to decode and encode one-syllable or multisyllabic words through cumulative review. The materials provide decodable texts that allow students to practice decoding words in connected text. The materials do not explicitly demonstrate that students are applying knowledge of syllable types or syllable division principles to decode one-syllable or multisyllabic words. The materials do not provide evidence of encoding practice or a cumulative review of previously taught skills.

Evaluation for 5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)

The materials do not include a variety of activities or resources for students to practice decoding one-syllable or multisyllabic words using knowledge of syllable types in isolation or in decodable connected text that builds on previous instruction. The materials do not address syllable types. The materials only address syllables in the “Oral Language Development” section of each lesson when the educator sings a rhyme and claps syllables as they sing. There is no evidence of explicit instruction of syllable types to apply to decoding or encoding. For example, in module 4, unit 8, the “Say It” activity states, “Sing the rhyme and have everyone join in. Emphasize the /th/ sound. Clap the syllables as you sing. Alternatively, tap each syllable or use finger clicks.”

The materials do not include a variety of activities or resources for students to practice encoding one-syllable or multisyllabic words using knowledge of syllable types in isolation or in decodable connected text that builds on previous instruction. In the module 5 review, “Phonological Awareness” section, the “Segment into Syllables” task states, “Say: I will say a word. Listen and then say the syllables in the word and then the whole word. For example, if I say ‘pillow,’ you would say ‘pil-low, pillow.’” There is no evidence of explicit instruction regarding syllable types to decode or encode.

Evaluation for 5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)

The program introduction states that each unit supports the explicit and systematic teaching of phonological awareness, phonics, morphology, and high-utility words. This introduction establishes morphology as a planned, recurring component of instruction rather than incidental content. The program follows a “Scope and Sequence” that moves from common to less common letter sounds across stages. This structure indicates morpheme instruction is intentionally built into the unit design.

The materials in module 5 introduce morphemes in a systematic sequence across all nine units. The module introduces simple inflectional suffixes first and reinforces them repeatedly using base words such as play, sweet, and row. The module builds spelling-rule complexity progressively across units 3, 6, 8, and 9. Unit 7 introduces a prefix only after the suffix pattern is well established. Compound words appear as a distinct morpheme type in unit 4.

Evaluation for 5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)

The materials include educator guidance to provide explicit instruction for supporting recognition of common morphemes and using their meanings. In module 5, unit 2, the educator uses the “word play as a base and adds suffixes to show how the meaning changes.” In module 5, unit 3, the educator explains the spelling rule and has students come up with examples. In module 5, unit 4, the educator uses the word light as a “base word to make compound words.” The materials do not include educator guidance to provide explicit instruction on using the meanings of common morphemes to support decoding, encoding, and reading comprehension.

The materials include educator guidance to provide explicit instruction for supporting recognition of common morphemes and using their meanings. In module 5, unit 5, the educator uses the “word row as a base and adds suffixes to show how the meaning changes.” In module 5, unit 6, the educator explains how “the meaning of a word changes when a suffix is added.” Module 5, unit 7 explores how “the word like” changes “by adding suffixes and prefixes.” The materials do not include educator guidance to provide explicit instruction on using the meanings of common morphemes to support decoding, encoding, and reading comprehension.

Evaluation for 5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)

The materials include a variety of activities and resources for students to develop grade-level morphological skills. For example, in module 5, unit 5, students develop morphological skills by learning how adding suffixes changes a base word’s meaning. Students use the base word row to form words such as rows and rowed, while the educator explains how adding -s and -ed changes the verb’s meaning.

The Stage Two materials provide meaningful practice of morphological skills. During the module 5 review, students reinforce previously taught morphology by using the base word light to generate as many related words as possible, providing a cumulative review of base words. Students generate forms such as lights, lighting, lightening, lightly, lighter, lightness, delight, delightful, headlight, daylight, sunlight, and downlight. Educators score students’ performance on the “Review Record,” where five or more words earns full points. Unlike the educator-modeled bake activity in unit 6, this task requires students to generate and apply the skill on their own, which constitutes genuine independent practice.

Evaluation for 5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)

The materials do not include a variety of activities or resources for students to encode and decode words with morphemes in isolation. Morphology activities in each lesson focus on words in isolation. Each activity is educator-centered and does not provide students with an opportunity to encode or decode words using morphemes. For example, in module 5, unit 2, students use the base word sweet to generate related words, which reinforces morphological skills, but it does not demonstrate students’ application of morpheme knowledge to decode or encode words within sentences or connected text.

The materials do not include a variety of activities or resources for students to decode and encode words with morphemes in isolation and in decodable connected text that builds on previous instruction. The materials provide examples of educator modeling, but do not demonstrate that students decode and encode words with morphemes in isolation and in decodable text that builds on previous instruction.