¡Fonética en Acción! – Programa complementario para la instrucción de fonética, Kínder

Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).

The materials for grade K include a program explanation for the purpose of ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder. The “Guía de enseñanza para kínder” section states that the program is designed to strengthen and reinforce foundational Spanish literacy skills so educators can support and extend core instruction. The materials communicate the purpose as a supplemental resource and how it is intended to enhance tier 1 instruction. For example, “el programa está diseñado para reforzar la enseñanza de las habilidades fundamentales de la lectoescritura.”

The materials for grade K explain in the “Conciencia fonológica y fonética” section that the phonological and phonemic awareness activities in ¡Fonética en acción! are designed to complement the core curriculum used in the classroom. The section states that these activities provide additional practice for students who need more support: “La progresión de Hola Books está organizada para reforzar y ampliar la instrucción del currículo principal, proporcionando práctica adicional y oportunidades de consolidación en las habilidades que los estudiantes ya están aprendiendo.”

Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.

The materials for grade K include guidance on how to appropriately use the supplemental program to support the existing core reading curriculum in ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder that supports educators in aligning supplemental phonics instruction to their tier 1 program. The section “Como empezar con Hola Books” explains how educators can match the resource to the sequence and pacing of their core instruction. For example, the introductory page states that the program is a complementary resource that guides educators to reinforce foundational skills, offer guided intervention, and provide timely feedback to foster growth for all readers regardless of their starting point. This guidance demonstrates that the materials provide direction for connecting the supplemental resource to the tier 1 program’s structure.

The materials for grade K explain in the “Guía de enseñanza para kínder” that the ¡Fonética en acción! program offers flexible support options that educators can adjust to meet student needs. The guide describes how educators may modify the time spent on activities, provide targeted support in small groups, integrate additional help during in‑class interventions, or offer independent guided practice. The materials are designed to provide additional support for the whole group and serve as flexible tools for small-group instruction or for individual practice based on student needs. These options demonstrate that the materials include structures that allow educators to adapt instruction and provide differentiated support.

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

The materials for grade K provide an organized scope and sequence that outlines how foundational skills develop across the year. The “Secuencia de enseñanza” section of the guide includes a color‑coded table that shows the progression of skills from more basic to more complex. The chart identifies the phonics focus, book titles, and keywords that support instructional planning. For example, the first level in the program, the Green series, states that one of the books titled El patito de Pepe focuses on two- and three-syllable words with V, CV, VC, and CVC, while the last level, the Red series, states that one of the books, Los zapatos de Ema, focuses on words with three or more syllables. This provides educators with an organized scope and sequence for skills to be taught throughout the year.

The materials for grade K include the “Secuencia de enseñanza” and “Guía curricular” with a detailed scope and sequence that lists the Texas Essential Knowledge and Skills (TEKS) for each lesson and describes the specific skills students practice, such as “identificar palabras que riman” in the first Green series to “mezclar fonemas para formar palabras” in the Red series. Together, these structures demonstrate that the materials offer a coherent, logically sequenced progression of foundational skills aligned with grade‑level expectations.

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

The materials for grade K provide implementation guidance in the “Recomendaciones para la instrucción de Hola Books” section to support educators in using the resource as designed. The section explains that each lesson is structured with two parts delivered in 25 minutes and notes that educators may adjust the timing based on student needs and readiness. For example, the program offers a one- or two-day instructional framework for educators to select based on the amount of time they have and the needs of their students. If they choose the one-day option, educators would condense the two parts “Conciencia fonologica y repaso” and the decodable text practice into a single day.

The materials for grade K provide implementation guidance in the “Recomendaciones para estructurar un bloque de habilidades fundamentales de 90 minutos” section to support educators in organizing foundational skills instruction. The section includes a chart with a suggested structure for a 90‑minute block divided into three 30‑minute segments focused on phonological awareness and phonics, differentiated small‑group support, and language comprehension and knowledge development. The materials also provide suggested time frames to guide educators as they plan instruction.

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

The materials for grade K provide preparation guidance in the “Vista previa” feature of each lesson overview to support educators in implementing the program effectively. The preview reminds educators to review the program components, identify new or challenging words, and plan additional supports for students who may need them. The program states, “Revise el plan completo de la lección para identificar la preparación necesaria y las consideraciones clave relacionadas con las habilidades ya enseñadas en la instrucción de nivel 1.”

The materials for grade K include preparation guidance for ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder in the “Guía de enseñanza para kínder.” The section “Cómo prepararse para enseñar el programa Fonética en acción de Hola Books” provides resources to support educators as they implement the program. The guidance highlights tools that outline steps for adjusting instruction while maintaining high expectations for all students. For example, “Igualmente tenga lista la Guía de instrucción a la medida, la cual ofrece pasos claros para que los docentes ajusten la enseñanza y mantengan altas expectativas para todos los estudiantes.”

Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.

The materials for grade K support communication with families through the “Conexión con familias” section. This section provides letters in Spanish and English that summarize the key concepts students will learn, including phonics skills, syllable patterns, and new vocabulary. This structure demonstrates that the materials offer tools that help families understand the focus of foundational skills instruction and reinforce learning at home, aligning with the indicator’s expectation that materials include resources to support family engagement.

The materials for grade K “Conexión con familias” include Spanish and English family letters for each series that explain the instructional focus, such as letters and sounds, syllables, and CVCV and CVC words. The letters also provide strategies families can use at home, including reading together, engaging in conversation, and accessing additional practice and activities on holabooks.com. This structure demonstrates that the materials offer clear tools that help families understand foundational skills instruction and reinforce learning outside of school, aligning with the indicator’s expectation that materials support family engagement.

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

The grade K materials include assessment guidance for ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, ensuring that educators can monitor student progress in foundational phonics skills. The resource Evaluaciones de fonética para kínder provides a table titled “Figura 1: Guía general de la evaluación de kínder,” which outlines the specific phonics skill assessed, type of evaluation used (diagnostic, formative, or summative), and the suggested frequency. For example, “La evaluación de conciencia fonológica” is identified as diagnostic/formative, with a recommended frequency of “al inicio del ciclo y cada 6–8 semanas.” This structure demonstrates that the materials offer assessment tools that help educators track student development and adjust instruction accordingly, aligning with the indicator’s expectation that materials include assessments that measure skill development.

Additionally, the grade K materials in “Evaluaciones de la Serie verde” include diagnostic, formative, and summative assessments within each level to support placement and ongoing instruction. The assessment guide provides explicit instructions to help educators prepare for assessment delivery. For example, in “Conciencia silábica: Identificar rimas,” educators are instructed, “Administre esta parte de la evaluación de manera individual a cada estudiante. Antes de comenzar, asegúrese de tener a la mano una copia de la hoja titulada ‘Conciencia silábica: Identificar rimas.’” This guidance ensures that educators understand how to administer assessments consistently and accurately, supporting reliable measurement of student progress in foundational literacy skills.

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

The materials for grade K include the definition and intended purpose for the instructional assessments included. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the resource Evaluaciones de fonética para kínder includes a table that identifies the specific instructional assessment for each phonological awareness skill in each color‑coded series. The table shows how each assessment targets foundational phonological awareness expectations and corresponding TEKS, supporting educators in understanding the purpose of the assessments and how they connect to grade‑level standards. For example, the skills to be assessed in the Blue series are “Conciencia fonémica: segmentar fonemas” and “Conciencia fonémica: sombinar fonemas,” which align to TEKS K.2Aviii, “Combinar fonemas para formar sílabas.”

The materials for grade K ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, identify the diagnostic, formative, and summative assessments used to monitor students’ foundational literacy development. The program outlines the diagnostic assessments that determine students’ initial phonological and phonics needs, the formative assessments embedded within lessons to track ongoing progress, and the summative assessments administered at the end of each color‑coded series to evaluate mastery of decoding and encoding skills. This structure supports educators in understanding the purpose of each assessment type and how they contribute to instructional decision‑making.

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

The materials for grade K provide guidance to support consistent and accurate administration of instructional assessments. In Evaluaciones de fonética para kínder, each assessment includes educator instructions for administering the tasks as well as guidance for interpreting student results. For example, the summative assessment administered at the end of the Green series includes scripted instructions for what the educator needs to say under “Dice,” such as “Ahora diré una palabra dos veces. Primero vas a repetirla después de mí y tocarás el espacio donde vas a escribir la palabra. Luego, escribirás la palabra en el espacio correcto.” These supports help educators apply uniform procedures when scoring and analyzing student performance, ensuring assessments are administered and evaluated as intended.

The materials for grade K provide guidance to ensure consistent and accurate administration of diagnostic assessments. In Fonética en acción para kínder: guía del docente para la instrucción complementaria de fonética, the section “Evaluación diagnóstica de Hola Books” explains that diagnostic assessments are administered at the beginning, middle, and end of the year. The guidance describes how these assessments help educators determine students’ levels of mastery across a range of phonics skills and identify next instructional steps. This support promotes uniform administration and effective use of diagnostic assessment data.

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

The materials for grade K include diagnostic, formative, and summative assessments that align with the TEKS and the objectives of the course, units, and lessons. In the Guía del docente para la instrucción complementaria de fonética, the chart “Evaluaciones de Hola Books” describes each assessment type, identifies the materials needed for administration, and provides suggestions for successful implementation. This structure ensures that assessments reflect the foundational literacy objectives of the course and support educators in evaluating student progress toward TEKS‑aligned expectations.

The materials for grade K include TEKS‑aligned assessments that progress in complexity and reflect the Spanish literacy development sequence. Within ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the resource Evaluaciones de fonética para kínder includes a table with two columns with skills to evaluate and the corresponding TEKS. The table shows how the assessed skills move from least to most complex across the color‑coded series and it identifies the TEKS addressed at each level. This structure ensures that assessments measure grade‑appropriate foundational literacy skills aligned to instructional objectives and TEKS expectations.

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

The materials for grade K provide clear guidance for interpreting student performance on assessments. In the section “Cómo leer los resultados,” each assessment includes performance ranges that help educators understand students’ levels of mastery. For example, in the assessment “Identificar rimas,” the scoring guide provides scaled performance descriptors ranging from “7–8 aciertos: Excelente dominio – Identifica rimas con precisión” to “0–2 aciertos: Nivel inicial – Requiere apoyo intensivo para identificar rimas.” These descriptors support educators in analyzing results and determining the appropriate next steps for instruction.

The materials for grade K provide educators with clear guidance for interpreting student performance on each assessment. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the resource Evaluaciones de fonética para kínder includes a section titled “¿Cómo leer los resultados?” for every assessment. This section explains how to interpret student scores and identifies the level of support each student may need. For example, the assessments include performance descriptors that help educators determine whether a student demonstrates mastery, is developing proficiency, or requires intensive support. This guidance ensures educators can consistently analyze results and make informed instructional decisions.

Evaluation for 2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.

The materials for grade K provide educators with clear, actionable corrective feedback to address student needs during foundational literacy instruction. The guide Instrucción a la medida K–1: guía para atender las necesidades de todos los estudiantes includes structured support through the section “Si usted nota que . . .” and “Entonces puede decir . . . ,” which outline specific student errors and corresponding educator prompts. For example, when “El estudiante necesita apoyo con la correspondencia letra‑sonido,” the guide suggests the educator respond with, “Esa es la letra b. Hace el sonido /b/. ¿Puedes decirlo conmigo?” This scripted format helps educators deliver targeted, consistent feedback that supports students’ development of early literacy skills.

The materials for grade K provide educators with structured guidance for delivering corrective feedback based on student performance. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the resource “Evaluaciones de fonética para kínder” includes a table titled “Evaluación sumativa: decodificación” at the end of each color‑coded series. The table contains four columns, “Si el estudiante,” “Entonces . . . ,” “Próximos pasos,” and “TEKS,” which outline how educators should respond to different levels of student performance. This structure helps educators interpret results, provide targeted feedback, and plan next instructional steps aligned to the TEKS.

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

In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the resource Instrucción a la medida K–1: guía para entender las necesidades de todos los estudiantes includes a chart with two columns that outline targeted corrective feedback. The first column, “Si usted nota que el estudiante . . . ,” identifies specific areas of need such as “necesita apoyo con la correspondencia letra‑sonido.” The second column, “Entonces puede decir . . . ,” provides sample educator prompts, including “Intentemos decir esta palabra otra vez. Recuerda esta letra hace el sonido /s/. ¿Qué sonido hace?” This scripted guidance equips educators with actionable language to support students’ skill development.

The materials for grade K provide tools that help educators and students monitor progress over time. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the resource “Evaluaciones de fonética para kínder” includes the student‑facing tool “Estoy aprendiendo mucho.” In this activity, students color the circles corresponding to the letters they have learned, allowing educators to visually track individual progress while helping students reflect on their own learning. This tool supports ongoing progress monitoring in a developmentally appropriate way.

Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.

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

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

The materials for grade K provide guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the section “Apoyar la diferenciación con recursos adicionales” includes a chart that outlines targeted supports educators can use. For example, for the skill “Reconocimiento de las letras y sonidos,” the materials recommend using additional practice sheets or games when it states, “Usar las páginas de práctica adicional o juegos para ayudar a los estudiantes a reconocer las letras aprendidas.” This guidance helps educators select appropriate resources to support students who require additional practice with foundational skills to reach proficiency.

In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the resource Instrucción a la medida K–1: guía para entender las necesidades de todos los estudiantes includes a chart with two columns that outline targeted corrective feedback. The first column, “Si usted nota que el estudiante . . . ,” identifies specific areas of need such as “necesita apoyo con la correspondencia letra‑sonido.” The second column, “Entonces puede decir . . . ,” provides sample educator prompts, including “Intentemos decir esta palabra otra vez. Recuerda esta letra hace el sonido /s/. ¿Qué sonido hace?” This scripted guidance equips educators with actionable language to support students’ skill development.

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

The materials for grade K provide guidance for differentiating instruction for students who are demonstrating proficiency in grade‑level foundational literacy skills. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the section titled “Diferenciación: cubrir las necesidades de todos los estudiantes con Hola Books” offers recommendations for extending learning for advanced students. For example, the materials suggest planning enrichment activities such as “Para los estudiantes avanzados, se puede planificar actividades de enriquecimiento, como ampliar su vocabulario o trabajar en tareas de alfabetización más complejas.” This guidance supports educators in providing appropriate challenge and continued growth in vocabulary development for students who have already mastered grade‑level expectations.

In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the resource Instrucción a la medida K–1: guía para entender las necesidades de todos los estudiantes includes guidance for educators to respond to students’ varying levels of mastery. For example, when an educator notices that a student shows fluency challenges (automaticidad), the materials recommend providing additional practice such as “usar lecturas repetidas para mejorar la fluidez.” This guidance supports educators in extending learning for students who are ready for more advanced practice while reinforcing skills for those who need continued development.

Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials do not include educator guidance for providing SDI to students who receive supports and services through special education. While the program offers general differentiation supports, such as strategies for adjusting small‑group instruction or extending learning for students who demonstrate proficiency, these resources are not connected to SDI requirements. The guidance focuses on broad instructional adjustments rather than individualized instructional planning. As a result, the available differentiation tools do not address the specialized instructional needs of students served through special education.

The materials do not provide instructional recommendations, adaptations, or decision‑making tools aligned to SDI expectations. There is no guidance for modifying lesson delivery, content access, or instructional routines based on individualized needs identified in a student’s individualized education program. The program also does not include supports that help educators design or implement instruction tailored specifically for students receiving special education services. Because SDI‑specific guidance is not present, the indicator is not met.

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

The materials for grade K provide explicit prompts and guidance that support educators in modeling and explaining foundational phonics skills. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the “Kit de lecciones de fonética” includes lesson plans with detailed, scripted educator words and actions. For example, in series 1, book 6, step 7, “Construir sílabas,” the guidance states that the educator should say: “Ahora vamos a construir sílabas con las fichas de las letras n, f, d y las vocales a, e, i, o, u.” This structure ensures educators have precise language and modeling steps to explain the targeted phonics skill effectively, such as building syllables using specific letter tiles.

The materials for grade K in the “Kit de lecciones de fonética” include explicit prompts and guidance that support educators in modeling and explaining the skills students are expected to learn. In the lesson “Palabras con l,” the materials provide scripted language through cues such as “Modele” and “Diga,” directing the educator on what to say and how to demonstrate the skill. For example, the script states, “Modele: Mira cómo lo hago yo. Diga: Sopa termina con el sonido /a/. ¿Listos?” and notes that the educator may emphasize the final sound if needed. These prompts ensure educators have explicit, actionable guidance for modeling phonics skills that students are expected to learn.

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

The materials for grade K provide educator guidance and recommendations that support effective lesson delivery using a variety of instructional strategies. The “Kit de fonética en acción” includes the section “Después de leer,” where educators are prompted to support students to reflect on their reading through “Reflexiona sobre la lectura.” The materials provide comprehension questions educators can use to check understanding and facilitate discussion. To promote student discourse, the guidance also recommends strategies such as think‑pair‑share, discourse protocols, and whole‑class discussions, ensuring students have structured opportunities to talk about their reading and deepen comprehension.

The materials for grade K provide guidance and recommendations that support educators in delivering instruction through a variety of engaging practice structures. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the “Kit de fonética en acción” includes the section “Jugar con los sonidos de las letras,” which offers three activities educators can incorporate to reinforce phonological awareness. These include finding objects that begin with the sound /n/, asking students to jump when they hear a word containing the /n/ sound, and providing words for students to identify the targeted sound. The prompts also specify that these activities may be completed independently, in pairs, or in small groups, supporting flexible and effective lesson delivery.

Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials for grade K provide educator guidance and recommendations that support effective lesson delivery using a variety of instructional approaches. The section “Mantener el interés de toda la clase” explains how educators can engage students through independent and collaborative activities while the educator works with small groups. The materials state that students can participate in learning centers designed to strengthen foundational skills through games and other phonics activities. This guidance helps educators structure instruction so that all students remain engaged in meaningful practice through a variety of instructional approaches.

The materials for grade K provide educator guidance and recommendations that support effective delivery using multiple instructional approaches. In Fonética en acción para kínder: guía del docente para la instrucción complementaria de fonética, the section “Durante la lectura” includes a checklist that recommends educators to select how students will read the text: lectura en coro, lectura en eco, lectura en pareja, and lectura independiente. These four options offer varied structures for student practice and help educators facilitate effective delivery using a variety of instructional approaches.

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

This guidance is not applicable to the program because the language of instruction is Spanish.

Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.

The materials for grade K include guidance that supports educators in effectively using the program within state‑approved bilingual models. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder, the resource Fonética en acción para kínder: guía del docente para la instrucción complementaria de fonética provides explicit linguistic‑adaptation support. For example, the section “Adaptaciones lingüísticas para estudiantes multilingües” explains that the program “incluye una sección específica que ofrece orientación detallada sobre adaptaciones lingüísticas para apoyar a los estudiantes multilingües.” The guidance recommends practices such as teaching key vocabulary before reading a passage and using sentence stems to scaffold oral and written responses for multilingual students. These supports help educators with guidance to effectively use the program within state‑approved bilingual models.

The materials for grade K include implementation guidance that helps educators effectively integrate the resources within state‑approved bilingual and ESL program models. In the Guía para el desarrollo de la conciencia metalingüística, the section “Guía para impartir lecciones interlingüísticas” provides a structured bilingual/ESL resource guide. This section includes examples and step‑by‑step instructions showing educators how to incorporate the materials into each state‑approved classroom model, ensuring that metalinguistic instruction aligns with program requirements and supports multilingual learners.

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

The materials for grade K include activities and resources that outline opportunities to address metalinguistic transfer from English to Spanish. For example, the Guía para el desarrollo de la conciencia metalingüística provides students with cognates for common vocabulary when relevant, helping them recognize familiar words across English and Spanish. This structured use of cognates supports metalinguistic awareness and strengthens students’ ability to make cross‑language connections during foundational literacy instruction.

The materials for grade K include a metalinguistic guide that outlines explicit opportunities for students to engage in metalinguistic transfer from English to Spanish. For example, in the lesson “Lección interlingüística: fonología la letra m y su sonido,” the materials provide structured guidance for teaching the grapheme m across both languages. This lesson highlights how the sound–symbol relationship for m is consistent in English and Spanish, helping students recognize cross‑linguistic patterns and strengthening their ability to transfer phonological knowledge between languages.

Evaluation for 4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.

No evidence of three-cueing as defined in Texas Education Code (TEC), §28.0062 was found in this program.

Evaluation for 4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.

The materials for grade K in ¡Fonética en acción! Programa complementario para la instrucción de fonética, kínder present phonological awareness skills in an intentional order that matches grade-level expectations, moving from broader, easier sound tasks toward more detailed, advanced ones. For example, the “Hola Books grado K guía curricular” presents an overview of all the series levels that include the student knowledge and skills, the title of decodable books, and the phonological awareness skills addressed. There is a direct progression from basic skills in the Green series, such as identifying syllables in words, to combining syllables to form words in the Red series. The materials support the systematic sequence of phonological awareness skills in alignment with the grade K TEKS.

The program is presented as a systematic and explicit sequence of phonological‑awareness instruction that increases in complexity across the year. The “Kit de fonética en acción” begins with early‑year skills such as Identificar palabras en oraciones in the Green series, which focuses on basic word awareness. By contrast, the Red series, the final set in the program, includes advanced tasks such as “Combinar fonemas”, “Segmentar fonemas”, and “manipular fonemas.” This progression demonstrates an explicit, intentional sequence from simpler to more complex phonological‑awareness skills.

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

The grade K materials provide a step-by-step progression of phonemic‑awareness instruction, moving from basic to more complex skills. In Fonética en acción para kínder: guía del docente para la instrucción complementaria de fonética, the “Conciencia fonológica y conciencia fonémica” section outlines this progression across the series levels, with the first Green series addressing foundational phonemic‑awareness skills.

This sequence is further demonstrated in the “Kit de fonética en acción”, where step 1, “Conciencia fonémica,” includes mid‑year Yellow series activities such as “C. Combinar fonemas” and “D. Segmentar fonemas,” which focus on blending and segmenting phonemes. In contrast, the Red series, the final series in the program, includes more advanced tasks such as “Manipular fonemas: agregar fonemas,” requiring students to add phonemes within words. Together, these components show a linear, intentional progression from simpler to more complex phonemic‑awareness skills across the year.

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

The grade K materials provide explicit instruction in phonological‑awareness skills that aligns with grade‑level TEKS and the program’s stated purpose. In Fonética en acción para kínder: guía del docente para la instrucción complementaria de fonética, the “Conciencia Fonológica” section throughout the program’s lesson plans includes activities that explicitly teach phonological awareness skills such as producing rhyming words and identifying initial sounds through alliteration. These lessons incorporate direct modeling, guided practice, opportunities for ongoing review, and purposeful educator feedback.

Similarly, the “Kit de fonética en acción” provides additional explicit instruction, such as an activity in which the educator models syllable segmentation by saying, “Vamos a hacerlo juntos. ¿Qué sílabas tiene la palabra lana? La‑na. Ahora te toca a ti.” This structured modeling and gradual release demonstrate intentional instruction that supports students in developing foundational phonological‑awareness skills.

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

The grade K materials offer cumulative, ongoing practice with a range of phonological skills. In the “Kit de lecciones de fonética,” early lessons introduce foundational phonological‑awareness skills such as identifying and practicing rhyming words, with students receiving repeated opportunities to practice these skills through educator‑led routines and feedback. As the program progresses, students advance to producing rhyming words, demonstrating cumulative skill development across multiple lessons.

The materials also build phonemic‑awareness skills cumulatively. Early in the program, explicit instruction focuses on combining syllables to form words and segmenting words into syllables, with students practicing these skills repeatedly across the color series. For example, the lesson “Fonética en acción #2 parte 1: Conciencia fonémica” in the Red series includes phonological and phonemic awareness practice with previously taught sounds, such as “A: Combinar silabas en palabras,” “B: Segmentar palabras en silabas,” “C: Combinar fonemas en una palabra,” and “D: Segmentar fonemas en una palabra.” As students move through the sequence, they continue to reinforce and apply these skills through structured routines that provide multiple opportunities for practice after explicit instruction. This design ensures that students revisit and strengthen previously taught skills while progressing toward more complex phonological‑awareness tasks.

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

The grade K materials ensure that student practice includes only phonemic‑awareness skills that have been explicitly taught, providing aligned and intentional opportunities for students to apply previously modeled skills. In the “Kit de lecciones de fonética,” Green series, series 2, “Fonética en acción #22” offers practice tasks in which students blend phonemes using sound patterns that were explicitly introduced in earlier lessons. Students blend three or more previously taught phonemes such as /m/, /p/, /s/, /l/, /a/, and /e/ during whole‑group instruction and then apply these skills with words like masa, pasa, mamá, Ema, and amasa.

Similarly, in the “Kit de fonética”, step 1, “Conciencia fonémica,” the educator explicitly models phoneme blending with the prompt, “Ahora vamos a combinar fonemas para formar palabras; por ejemplo, /k/, /a/, /s/, /k/, /o/, casco.” Students then practice only those explicitly taught skills using words such as vasco, disco, partido, arranca, and dispara. These routines demonstrate that student practice is cumulative, aligned, and limited to phonemic‑awareness skills that have been directly taught.

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

The grade K materials provide a clear sequence for introducing sound–spelling patterns. In Fonética en acción para kínder: guía del docente para la instrucción complementaria de fonética, the “Secuencia de enseñanza” section outlines an ordered progression beginning with simple, high‑frequency sound–spelling patterns such as vowels and consonants, followed by blends, common digraphs, and later consonant blends.

This systematic structure is reinforced in the “Kit de lecciones de fonética,” where lessons such as “Fonética en acción #23” introduce sound–spelling patterns in a logical sequence that moves from simple to more complex forms, including CV, VC, CVCV, and VCVCV patterns. Together, these components demonstrate a coherent, cumulative approach to teaching sound–spelling patterns across the kindergarten year.

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

The grade K materials provide explicit instruction in decoding words using sound–spelling patterns. In the “Kit de lecciones de fonética,” Green series, book 1, “Fonética en acción #6” includes a scripted routine in which the educator explicitly models how to decode a word such as sopa by identifying the target sound–spelling pattern, pronouncing each sound in sequence, blending the sounds, and rereading the word to confirm accuracy. This routine ensures students receive direct instruction when new patterns are introduced.

Similarly, in the “Kit de fonética,” step 2, “Sonidos” provides explicit encoding guidance through educator modeling, such as the prompt, “Voy a mostrar una letra y ustedes van a decir el sonido de la letra.” This modeling supports students in connecting graphemes to their corresponding sounds before applying these skills to decode words. Together, these materials demonstrate consistent, explicit instruction that builds students’ decoding and encoding abilities using sound–spelling patterns.

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

The grade K materials provide cumulative student practice in decoding words using sound–spelling patterns in isolation to build automaticity. In the “Kit de lecciones de fonética,” Green series, series 2, book 1, “Fonética en acción #21,” part 1, students receive repeated decoding practice following explicit instruction. These routines include rereading word lists, partner, choral, and echo reading, and daily decoding exercises. Students first learn sound–spelling patterns for syllables containing m, p, s, l, a, and e, and then they combine these syllables to form words such as masa, pasa, mamá, Ema, and amasa. Subsequent decoding tasks continue to feature words with the same patterns as well as newly introduced ones, ensuring ongoing cumulative practice.

Additionally, in the “Kit de fonética,” part 2, “Calentamiento de fonética,” students practice decoding within a decodable text as the educator prompts, “Hoy vamos a practicar la lectura, empezando con los sonidos de las palabras.” At the end of the lessons, the “Dictado” section provides encoding practice in connected text, directing the educator to “dicte las palabras siguientes, usando el proceso indicado.” Together, these routines offer multiple, structured opportunities for students to apply and reinforce decoding skills across isolated and connected contexts.

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

The grade K materials ensure that student practice includes only sound–spelling patterns that have been explicitly taught, providing aligned and intentional opportunities for students to apply newly learned phonics skills. In the “Kit de fonética,” Yellow series, series 1, book 3, “Fonética en acción #3” identifies the instructional focus as “palabras con n, f, c (fuerte)” and in step 4, “Sílabas” provides student practice using only these patterns, as shown in the syllable box featuring fi, co, nos. Students practice decoding and blending exclusively with the sound–spelling patterns introduced in the lesson.

Likewise, in the “Kit de lecciones de fonética,” Green series, series 3, book 3, “Fonética en acción #27” includes activities that require students to work only with sound–spelling patterns explicitly taught during instruction such as segmenting the word toma into its phonemes /t/-/o/-/m/-/a/ and then combining sounds into words. The words and task structures align directly with the modeled patterns, and students are not expected to use spelling patterns that have not yet been introduced. Together, these materials demonstrate consistent alignment between instruction and practice, ensuring students apply only previously taught sound–spelling patterns.

Evaluation for 4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

This guidance is not applicable to the program because Spanish has a very consistent relationship between letters and sounds, so there is less of a need to highlight high-frequency words.

Evaluation for 4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

This guidance is not applicable to the program because Spanish has a very consistent relationship between letters and sounds, so there is less of a need to highlight high-frequency words.

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

This guidance is not applicable to the program because Spanish has a very consistent relationship between letters and sounds, so there is less of a need to highlight high-frequency words.

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

This guidance is not applicable to the program because Spanish has a very consistent relationship between letters and sounds, so there is less of a need to highlight high-frequency words.

Evaluation for 4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.

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

Evaluation for 4.C.3b
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.

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

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

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

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

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

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

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

Evaluation for 4.D.3b
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

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

Evaluation for 4.D.3c
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.

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

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

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