¡Fonética en acción! – Programa complementario para la instrucción de fonética, Primer grado

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 1 include an explanation of the stated purpose of the supplemental program ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado. For example, the “Guía de enseñanza para primer grado” states that the program is designed to strengthen and amplify foundational Spanish literacy skills that educators already address in 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 esta diseñado para reforzar la enseñanza de las habilidades fundamentales de la lectoescritura.”

The materials for grade 1 explain in the “Conciencia fonológica y fonética” section that the phonological and phonemic awareness activities in the program 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 1 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, primer grado that supports educators in aligning supplemental phonics instruction to their tier 1 program. The section “Cómo 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.

The materials for grade 1 explain in the “Guía de enseñanza para grado 1” that the ¡Fonética en acción! program offers flexible support options that educators can adjust to meet student needs. The guide describes how educators can 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 1 provide a clear and organized scope and sequence that outlines how foundational skills develop across the year. The “Secuencia de enseñanza” section 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 1 include “Secuencia de enseñanza” and “Guía curricular” sections 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, from “identificar palabras que riman” in the 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 1 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 in 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 fonológica y repaso” and the decodable text practice into a single day.

The materials for grade 1 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 support instructional planning.

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

The materials for grade 1 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 1 include preparation guidance for ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado. 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, the materials state, “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 1 include family‑facing resources in the section “Conexión con familias.” This section provides an overview explaining that families receive letters in both Spanish and English, each summarizing the key concepts students will learn, including phonics skills, syllable patterns, and new vocabulary. This guidance helps families understand the focus of foundational skills instruction and supports communication between home and school.

The materials for grade 1 include family letters that explain the instructional focus for each series in “Conexión con familias.” The letters describe the foundational skills students will learn, such as letters and sounds, syllables, and CVCV and CVC word patterns. The materials also provide suggestions for ways families can support learning at home, including reading together, engaging in conversation, and accessing additional practice and activities on holabooks.com. This guidance helps families understand the skills taught in class and reinforces communication between home and school.

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 materials for grade 1 include assessment guidance for ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado. The resource Evaluaciones de fonética para primer grado includes the section “Guía general de la evaluación de primer grado,” which identifies the specific skills assessed and the types of evaluation used. This structure demonstrates that the materials offer clear assessment tools that help educators monitor student progress in foundational phonics skills, aligning with the indicator’s expectation that materials include assessments that measure skill development.

The resource Evaluaciones de fonética para primer grado include diagnostic, formative, and summative assessments within each level in the series to support placement and ongoing progress monitoring. The assessment schedule outlines when each type of assessment should be administered, demonstrating that the materials provide a structured system for measuring students’ development of foundational skills over time. This structure aligns with the indicator’s expectation that materials offer multiple assessment opportunities that inform instruction and track student progress.

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

The materials for grade 1 include clear guidance that explains the purpose of the instructional assessments and how they align with the TEKS. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, the resource Evaluaciones de fonética para primer grado includes a table that identifies the specific phonological awareness skills assessed in each color‑coded series and lists the corresponding TEKS. The table shows how each assessment targets foundational phonological awareness expectations, supporting educators in understanding the purpose of the assessments and how they connect to grade‑level standards.

The materials for grade 1 ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, 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 1 provide guidance to support consistent and accurate administration of instructional assessments. In Evaluaciones de fonética para primer grado, each assessment includes educator instructions for administering the assessment tasks, as well as guidance for interpreting student results. These supports help educators apply uniform administration procedures when scoring and analyzing student performance, ensuring assessments are administered and evaluated as intended.

The materials for grade 1 provide guidance to ensure consistent and accurate administration of diagnostic assessments. In Fonética en acción para primer grado: 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 1 include diagnostic, formative, and summative assessments that align with the TEKS and the objectives of the course, units, and lessons. In Fonética en acción para primer grado: 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 1 include TEKS‑aligned assessments that progress in complexity and reflect the Spanish literacy development sequence. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, the resource Evaluaciones de fonética para primer grado includes a table with two columns: 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 identifies the TEKS addressed at each level. This structure ensures that assessments measure grade‑appropriate foundational literacy skills aligned with instructional objectives and TEKS expectations.

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

The materials for grade 1 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 appropriate next steps for instruction.

The materials for grade 1 provide educators with clear guidance for interpreting student performance on each assessment. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, the resource Evaluaciones de fonética para primer grado 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 that 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 1 provide educators with guidance on using the program to respond to trends in student assessment performance. The materials also provide corrective-feedback guidance to address student needs during foundational skills instruction. The Instrucción a la medida K–1 guide includes the sections “Si usted nota que . . .” and “Entonces puede decir . . . ,” which outline specific educator actions based on observed student errors. For example, when “el estudiante necesita apoyo para decodificar palabras desconocidas,” the guide recommends the educator prompt, “Vamos a dividir la palabra en partes. ¿Qué sonido hace la primera letra?” This structure gives educators actionable language to support students in developing decoding skills based on assessment performance.

The materials for grade 1 provide educators with clear guidance for interpreting student performance on each assessment. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, the resource Evaluaciones de fonética para primer grado 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 that educators can consistently analyze results and make informed instructional decisions.

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.

The materials for grade 1 provide tools for educators to track student progress and growth. The guide Instrucción a la medida K–1 includes structured support through the sections “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 that the educator respond, “Esa es la letra b. Hace el sonido /b/. ¿Puedes decirlo conmigo?” This format helps educators deliver targeted, consistent feedback to support students’ development of early literacy skills.

The materials for grade 1 provide tools for students to track their own progress and growth. The resource includes student‑facing tools that allow learners to monitor and document their own progress toward program objectives. In Evaluaciones de fonética para primer grado, the section “Puedo leer palabras de uso frecuente” provides a checklist where students independently mark the high‑frequency words they can read, such as dice, familiar, también, and cuando. This structure supports self‑assessment and helps students take ownership of their reading development by tracking the high-frequency words they can read.

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 1 provide guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills. In the ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado materials, 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, including “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 need additional practice with foundational skills to reach proficiency.

In ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, the resource Instrucción a la medida K–1: guía para entender las necesidades de todos los estudiantes includes a two-column chart that outlines 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 1 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, primer grado, the section titled “Diferenciación: cubrir las necesidades de todos los estudiantes con Hola Books” offers recommendations for extending learning for advanced students. The materials suggest planning enrichment activities; for example, they suggest, “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 challenges and opportunities for continued growth for students who have already mastered grade‑level expectations.

In ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, 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, the section “Diferenciación: Cubrir las necesidades de todos los estudiantes” offers recommendations for opportunities for enrichment, such as vocabulary‑building activities to extend learning for students who are ready for additional challenges. 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 with 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 plan. 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 1 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, primer grado, the “Kit de lecciones de fonética” includes lesson steps with scripted educator language. For example, in step 1, “Conciencia fonémica,” the guidance directs the educator to say, “Ahora vamos a combinar sílabas para formar palabras.” This scripting ensures educators have explicit, direct language to model and explain the targeted phonological skill effectively.

The materials for grade 1 include explicit prompts and guidance that support educators in modeling and explaining the phonics skills students are expected to learn. ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado lessons provide scripted cues such as “Diga,” “Escriba,” and “Modele y Señale” to guide educator actions. For example, the script states, “Diga: Vamos a practicar cómo unir tres letras para formar una sílaba trabada. Recuerda que cuando hay dos consonantes juntas, las pronunciamos rápidamente y luego agregamos la vocal.” It then instructs, “Escriba en la pizarra: clavel” and “Modele y señale cada sonido: /k/, /l/, /a/, cla, como en clavel.” These prompts give educators precise language and modeling steps to demonstrate how to form syllables with consonant blends.

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 1 provide guidance and recommendations that support effective instructional delivery using a variety of approaches. ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado includes the section “Utilizar apoyo adicional,” which recommends multiple instructional formats, including instrucción en grupos pequeños, minilecciones, and apoyo en el salón. These options give educators flexible ways to support effective instructional delivery using a variety of approaches for phonics lessons.

The materials for grade 1 provide educator guidance and recommendations that support effective delivery using a variety of instructional strategies. In the “Kit de lecciones de fonética,” the section “Después de leer” recommends that the educator “Reflexiona sobre la lectura.” The materials provide comprehension questions that educators can use to check understanding and facilitate discussion. To promote student discourse, the guidance also suggests strategies such as think‑pair‑share, discourse protocols, and whole‑class discussions, offering a variety of ways for students to process and discuss the text.

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 1 provide educator guidance on recommended instructional structures that support effective implementation. In Fonética en acción para primer grado: guía del docente para la instrucción complementaria de fonética, the section “Recomendaciones para la instrucción de Hola Books” offers educator-facing guidance on how to organize instruction using whole‑group, small‑group, and individual formats. These recommended structures help educators deliver lessons efficiently while meeting diverse student needs during foundational literacy instruction.

The materials for grade 1 include educator guidance on recommended instructional structures that support effective implementation. In the “Kit de lecciones de fonética,” each educator lesson plan outlines suggested formats for whole‑group, small‑group, and individual instruction for every stage of the lesson cycle. By specifying these structures within each lesson, the materials help educators organize instruction efficiently and ensure that students receive targeted support throughout instruction.

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 1 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, primer grado, the resource Fonética en acción para primer grado: guía del docente para la instrucción complementaria de fonética provides provides explicit linguistic‑adaptation guidance. For example, the section “Adaptaciones lingüísticas para estudiantes multilingües” explains that Hola Books “incluye una sección específica que ofrece orientación detallada sobre adaptaciones lingüísticas para apoyar a los estudiantes multilingües.” The guidance recommends strategies such as teaching key vocabulary before reading a passage and using sentence stems to scaffold student responses. These supports help educators address the linguistic needs of multilingual learners within bilingual program structures.

The materials for grade 1 include implementation guidance that helps educators effectively integrate the program within state‑approved bilingual models. In the Guía para el desarrollo de la conciencia metalingüística K–1, 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 metalinguistic lessons into each state‑approved classroom model, ensuring alignment with program requirements and supporting 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 1 include a metalinguistic guide that provides explicit opportunities for students to engage in cross‑language transfer between English and Spanish. In the Guía para el desarrollo de la conciencia metalingüística K–1, the lesson “Lección interlingüística: Fonología — la letra p y su sonido” supports students in recognizing that the grapheme p and its corresponding sound function similarly in both languages. This structured comparison helps students apply phonological knowledge across English and Spanish, strengthening metalinguistic awareness and supporting bilingual literacy development.

The materials for grade 1 include activities and resources that support students in transferring academic language from one language to another during instruction. In the Guía para el desarrollo de la conciencia metalingüística K–1, the materials provide steps to make the transfer from one language to another: becoming familiar with cognates, presenting the cognates in Spanish, then transferring to English, and then reviewing the chart of cognates to make connections by asking, “What do you notice about these words? Are they similar in pronunciation and spelling?” This guidance helps students recognize familiar words across English and Spanish, strengthening their ability to make cross‑linguistic connections and apply academic knowledge in both 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 1 provide a systematic sequence of phonological‑awareness instruction that progresses from basic to more complex skills across the program. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, the “Kit de lecciones de fonética” demonstrates this progression within step 1, “Conciencia fonémica.” Early in the year, the Green series includes foundational activities such as “Combinar sílabas en palabras,” which support students in blending syllables to form words.

In contrast, the Red series, the final series in the program, includes significantly more advanced tasks such as “Manipular fonemas: quitar fonemas” and “Manipular fonemas: agregar fonemas,” requiring students to remove or add phonemes within words. This clear increase in complexity shows that the materials follow an intentional, developmentally appropriate sequence aligned with grade‑level expectations for phonological awareness development.

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 1 materials provide a systematic sequence of phonemic‑awareness skills that progresses from basic to more complex tasks. In ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, the “Kit de lecciones de fonética” demonstrates this progression within step 1, Conciencia fonémica. Early in the year, the Green series includes foundational activities such as “Combinar sílabas en palabras” and “Segmentar palabras en sílabas y fonemas,” which focus on blending and segmenting at the syllable and phoneme level. In contrast, the Red series, the final series in the program, introduces significantly more complex tasks such as “Manipular fonemas: cambiar fonemas,” requiring students to substitute phonemes within words.

This increasing complexity is reinforced in Fonética en acción para primer grado: guía del docente para la instrucción complementaria de fonética, where the “Conciencia fonológica y conciencia fonémica” sequence shows the Green series addressing basic phonemic‑awareness skills and the Red series addressing more advanced phoneme and syllable manipulation tasks. Together, these materials demonstrate a coherent, cumulative progression of phonemic‑awareness instruction 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 1 materials provide explicit instruction in phonological‑awareness skills. In the “Kit de lecciones de fonética,” Green series, book 1, the “Conciencia Fonológica” section includes a set of lessons designed to directly teach foundational phonological‑awareness skills. These lessons guide students through activities such as producing rhyming words and identifying initial sounds in words through alliteration. Each activity is structured with clear educator modeling, where the educator demonstrates the target skill step‑by‑step before students attempt it.

In addition, after modeling, students engage in guided practice, during which the educator provides prompts, corrective feedback, and opportunities for students to rehearse the skill multiple times. The lessons also incorporate ongoing review and repeated practice so students can strengthen accuracy and confidence over time. This explicit instructional routine—modeling, guided practice, review, and feedback—is consistently applied across the phonological‑awareness activities in the Green series, ensuring that students receive direct, intentional instruction in the skills required for early reading development.

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 materials for grade 1 include the “Kit de lecciones de fonética,” which introduces phonological‑awareness skills early in the program through explicit instruction focused on identifying rhymes. Students receive multiple opportunities to practice these skills with educator feedback, and lessons revisit rhyming across the series. As instruction progresses, students move from identifying rhyming words to producing rhymes, with educator‑led routines guiding students through repeated practice and reinforcement of the skill. This structure ensures that students revisit previously taught skills while gradually increasing complexity.

Additionally, the materials provide cumulative practice in phonemic‑awareness skills, beginning with explicit instruction in combining syllables to form words and segmenting words into syllables. Students practice these skills repeatedly across the colored series, receiving guided practice and feedback as they apply the skills in multiple contexts. As the program continues to introduce and revisit segmenting and blending tasks, students have several opportunities to reinforce and strengthen their phonemic‑awareness skills after explicit instruction. Across the program, the materials offer structured, repeated practice that builds mastery over time.

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

The grade 1 materials ensure that student practice includes only phonological and phonemic‑awareness skills that have been explicitly taught, providing aligned, intentional opportunities for students to apply previously modeled skills. In the “Kit de lecciones de fonética,” the Green series, series 1, book 7, “Fonética en acción #9 offers practice tasks in which students blend syllables using sound patterns that were directly introduced in earlier lessons. Students blend two or more syllables using previously taught sounds such as /l/, /s/, /m/, /p/, /t/, /d/ and all vowels during whole‑group instruction. They then apply these explicitly taught skills to decode multisyllabic words such as verduras, sentarnos, divertido, and bolsón. The practice tasks are tightly aligned with the instruction, ensuring students work only with familiar sound–spelling patterns.

Similarly, in the same Green series, series 1, book 2, “Fonética en acción #2” provides practice in producing rhymes, another skill that has been explicitly taught earlier in the program. Students first receive direct instruction and modeling on how to generate rhyming words and then practice producing rhymes during whole‑group instruction. They apply this skill to familiar words such as anillo, pelota, mesita, sala, paleta, avión, escuela, and gata. Across both examples, the materials consistently ensure that students practice only those phonological and phonemic‑awareness skills that have been explicitly introduced, supporting accurate application and preventing students from being asked to use patterns or skills they have not yet learned.

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 1 materials provide a systematic sequence for introducing sound–spelling patterns. In Fonética en acción para primer grado: guía del docente para la instrucción complementaria de fonética, “Secuencia de enseñanza” outlines a clearly ordered progression of sound–spelling patterns. The sequence begins with simple, high‑frequency patterns such as individual vowels and consonants, then moves to more complex patterns, including blends, common digraphs, and later consonant blends. This structured progression ensures that students encounter new patterns in a logical order that builds on previously taught skills.

This systematic approach is reinforced in the “Kit de lecciones de fonética” within ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado. In the Green series, step 2, “Sonidos,” includes explicit modeling routines such as “Voy a mostrar una letra y ustedes van a decir el sonido de la letra juntos” and reminders to “escuchar los sonidos y no los nombres de las letras.” These routines guide students from identifying individual letter–sound correspondences to working with syllables and more complex sound–spelling patterns. Together, the scope and sequence and the lesson routines demonstrate a coherent, intentional progression from simple to increasingly complex sound–spelling patterns across the grade level.

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 1 materials provide explicit instruction in decoding and encoding words using sound–spelling patterns. In the “Kit de lecciones de fonética,” Green series, series 1, book 1, “Fonética en acción #1,” the materials include a scripted modeling routine that demonstrates how students should decode words using newly introduced sound–spelling patterns. The educator explicitly identifies the target pattern, pronounces each syllable in sequence, blends the syllables to read the word, and rereads the word to confirm accuracy. This structured modeling ensures that students clearly understand how to apply the sound–spelling pattern during decoding.

The “Kit de lecciones de fonética” within ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado reinforces this explicit instruction through encoding practice. In step 3, “Dictado,” the educator models how to connect sounds to letters by prompting students, “Ahora voy a decir una sílaba en voz alta. Todos escribirán en su pizarra qué letras corresponden a la sílaba.” This routine guides students in applying their knowledge of sound–spelling patterns to write syllables accurately. Together, these decoding and encoding routines provide clear, explicit instruction that supports students in mastering sound–spelling patterns through both reading and writing tasks.

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 1 materials provide cumulative student practice in decoding words using sound–spelling patterns, both in isolation and in connected text. In the “Kit de lecciones de fonética,” Green series, series 1, book 1, “Fonética en acción #1,” the materials offer repeated decoding practice immediately following explicit instruction. Students engage in multiple structured routines, such as rereading word lists, partner reading, choral reading, echo reading, and daily decoding exercises that reinforce newly introduced sound–spelling patterns. Early in the program, students learn syllable patterns containing l, s, m, p, t, d, n, f, v, b, and r (suave) and then combine these syllables to form words. As new patterns are introduced, decoding tasks continue to incorporate both previously taught and newly learned patterns, ensuring students revisit and strengthen their understanding of letter–sound combinations over time.

The “Kit de lecciones de fonética” within ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado extends this cumulative practice into connected text. In the “Calentamiento de fonética” section, students decode words that appear in the lesson’s decodable text, such as blending /due/ and /le/ to read duele, which directly supports reading the connected text “A Beto le duele una muela.” The lesson also includes a “Dictado” routine, in which students encode words drawn from the same decodable text, reinforcing the relationship between decoding and encoding. These routines provide students with multiple opportunities to apply sound–spelling patterns in both isolated and meaningful contexts, supporting the development of accuracy, fluency, and automaticity.

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

The grade 1 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 lecciones de fonética” within ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, each lesson identifies the phonics focus so that all student practice aligns with previously introduced patterns. For example, one lesson highlights the focus on decreasing diphthongs (ai, au, ei, eu), and subsequent practice tasks, such as reading two‑syllable words like bailar, estoy, aire, and peine, require students to work exclusively with these explicitly taught patterns. The lesson structure ensures that students are not asked to decode or encode patterns that have not yet been introduced.

The grade 1 materials ensure that student practice includes only sound–spelling patterns that have been explicitly taught, maintaining tight alignment between instruction and practice across lessons. In the “Kit de lecciones de fonética” within ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado, each lesson identifies the phonics focus so that all student tasks reinforce only previously introduced patterns. For example, one lesson highlights the focus on hiatos (ee, eo, oa), and the corresponding “Dictado” routine provides students with practice using these exact patterns through words such as lee, feo, and proas. Students are not asked to decode or encode patterns that have not yet been taught, ensuring instructional consistency and preventing cognitive overload. Across the lessons, the materials consistently maintain alignment between instruction and practice, supporting accurate application of sound–spelling patterns and reinforcing mastery over time.

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.

The grade 1 materials in ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado provide a systematic sequence for introducing syllable types and syllable‑division principles. In the Yellow series, “Fonética en acción #1,” the lesson models how to join three letters to form a sí­laba trabada, demonstrating the process step‑by‑step. The educator blends /k/–/l/–/a/ to form cla, as in clavel, and then introduces additional examples that follow the same syllable type, such as cla, cle, flo, and ble for students to repeat and practice. This structured progression helps students understand how consonant clusters function within Spanish syllables and provides multiple opportunities to apply the pattern.

The materials also include guidance on how to reinforce syllable‑division principles when students need additional support. In “Fonética en acción #2” of the Yellow series, the “Conciencia fonémica” section includes an educator tip labeled “¡Esté atento!” that directs educators to use visual supports such as Elkonin boxes when students struggle to join or separate sounds. This recommendation helps educators apply syllable division principles to strengthen students’ phonics skills and provides a concrete scaffold for students who need additional modeling. Together, these lessons demonstrate a systematic approach to teaching syllable types and division principles while offering practical strategies to support student mastery.

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.

The grade 1 materials in ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado provide explicit, direct instruction in decoding and encoding both one‑syllable and multisyllabic words. In the Green series, “Fonética en acción #3,” step 7 includes a “Repaso” routine in which the educator explicitly models how to decode one‑syllable words such as un, el, ver, una, and muy. The educator reads the words aloud from the board and guides students to read them chorally or individually, ensuring that students practice applying previously taught sound–spelling patterns. The same step also includes explicit modeling for decoding multisyllabic words, prompting the educator to read words such as los, las, más, and que with students. These routines provide structured opportunities for students to hear, see, and practice decoding words of varying syllable lengths.

The materials also include explicit encoding instruction that mirrors the decoding routines. In step 6 of the same lesson, the “Dictado” activity guides the educator to say a word aloud and prompt students to write it on their boards, allowing the educator to check for accuracy and mastery. Students encode both one‑syllable and multisyllabic words such as rabo, manta, bañarse, al, and del. This dictation routine reinforces the connection between sounds and spelling patterns and provides immediate opportunities for the educator to verify student understanding. Together, these decoding and encoding routines offer explicit, direct instruction that supports students in mastering foundational phonics skills across word types.

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.

The grade 1 materials in ¡Fonética en acción! Programa complementario para la instrucción de fonética, primer grado provide cumulative student practice in decoding one‑syllable and multisyllabic words in isolation and in decodable connected text. Across lessons in the “Kit de lecciones de fonética,” students repeatedly apply previously taught sound–spelling patterns through structured routines that reinforce accuracy and fluency. For decoding, lessons such as steps 4 and 6 include targeted practice with two‑ and three‑syllable words, prompting students to read words like taxi, verde, Félix, and inmensas. These decoding tasks appear in word lists and controlled practice sections, allowing students to revisit familiar patterns while gradually increasing complexity. The repeated exposure to multisyllabic words ensures that students strengthen their decoding skills over time and build automaticity with Spanish syllable structures.

For encoding, the materials provide cumulative practice through dictation activities embedded in connected‑text routines. In the “Después de leer” section, educators are guided to select words from the decodable text, such as Félix, va, al, and súper, say each word aloud, use it in a sentence, and repeat it before asking students to write the word on their boards. This routine reinforces the connection between decoding and encoding by requiring students to apply sound–spelling patterns from the text in writing. The immediate check for accuracy supports mastery and ensures that students practice only patterns that have been explicitly taught. Together, these decoding and encoding routines provide sustained, cumulative practice that builds automaticity with 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.

The grade 1 materials in “Poquito más: Práctica adicional” provide student practice that includes only syllable types and syllable‑division principles that have been explicitly taught. The resource includes a section titled “Líneas de combinación,” which offers ten rows of structured phonics practice organized by skill type, including sonidos; palabras de contraste mínimo; palabras de 2, 3 y 4 sílabas; repaso; and oraciones. Educators receive guidance to model the pronunciation of sounds and words before students practice with partners and individually. This structure ensures that students rehearse only previously taught syllable patterns while building fluency and automaticity through repeated, scaffolded practice.

Additionally, “Poquito más: Práctica adicional” includes “Grado 1 apoyo de fluidez,” which provides multiple pages of syllable boxes ranging from one to six syllables. Students are instructed to touch each syllable box and read it aloud, following arrows that visually guide the blending process. These activities reinforce syllable‑division principles and blending routines that have already been introduced in core lessons. Because all practice is tied directly to previously taught syllable types and division patterns, students are never asked to decode or encode unfamiliar structures. Together, these resources offer cumulative, aligned practice that strengthens accuracy, fluency, and automaticity with Spanish syllable patterns.

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 materials for grade 1 include a systematic sequence for introducing morphemes that aligns with grade‑level TEKS and supports students in developing morphological awareness. In Fonética en acción para primer grado: guía del docente para la instrucción complementaria de fonética, Red series, “Un vistazo a las destrezas – Enfoque de fonética: Palabras con prefijos y sufijos,” the materials provide a chart outlining the order in which morphemes are introduced. The sequence begins with prefixes and progresses to common suffixes such as ‑mente, ‑ito/‑ita, and ‑oso/‑osa, using texts like “Una casita para Guille” to contextualize instruction. This vertical alignment ensures that students encounter morphemes in a logical, developmentally appropriate order.

The materials further support systematic morphological instruction in the “Kit de lecciones de fonética,” Red series, book 1, “Fonética en acción #1.” Lessons begin with base words (e.g., permeable, orden, justo, cómodo) before introducing common prefixes such as im‑, des‑, in‑, and bi‑. Students then combine prefixes with base words to form more complex words, reinforcing their understanding of how morphemes contribute to meaning. This structured progression, from base words to prefixes to word formation, demonstrates a clear and intentional sequence for teaching 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.

The materials Fonética en acción para primer grado: guía del docente para la instrucción complementaria de fonética include explicit instruction in morphological skills. In the Red series, “Fonética en acción #7, Parte 1–2: Sufijos,” the educator script provides direct instruction for introducing suffixes. The lesson begins with: “Diga: Vamos a aprender a decodificar palabras con sufijos. Un sufijo es una parte de una palabra que va al final para darle un nuevo significado. Hoy vamos a aprender a decodificar los sufijos -mente, -ito, -ita, -oso, y -osa.” The educator then explicitly models how each suffix is written and guides students in discussing how the suffix changes the meaning of the base word. This structured approach ensures students receive clear, direct instruction on how morphemes function in Spanish.

The materials also include explicit instruction on applying morphological knowledge during multisyllabic decoding. In the “Kit de lecciones de fonética,” Red series, book 3, “Fonética en acción #3,” parte 2, the educator is guided to introduce the word descolgadas and model the Say-Split-Read routine. The educator first presents the whole word, then segments it into morphemes (des/col/ga/das), reads each part aloud, and blends them to read the complete word. Students then apply the same routine with words such as incrédula, desordenada, and insospechadas during guided and independent practice. The lesson plan includes guidance for providing immediate, targeted feedback, reinforcing accurate morphological analysis.

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.

The materials in grade 1 Fonética en acción para primer grado: guía del docente para la instrucción complementaria de fonética include cumulative student practice of morphological skills in decodable text. In the decodable text “El impermeable de Sara,” students repeatedly encounter previously taught morphemes, such as prefixes and base words, embedded within connected text. Words like impermeable, impaciente, desdichada, and desconsolada appear multiple times, allowing students to apply their knowledge of prefixes and base words while reading. This repeated exposure strengthens automaticity and reinforces morphological patterns in meaningful reading contexts.

The materials also provide cumulative practice with morphological skills in isolated word lists. In the Red series, “Fonética en acción #1,” part 1, step 5, “Palabras con 3 sílabas,” and step 6, “Palabras con 4 o más sílabas,” students practice reading multisyllabic words containing prefixes after receiving explicit instruction. Word lists include desorden, injusto, impaciente, desdichada, and incómoda, giving students multiple opportunities to decode words with familiar morphemes. This structured practice supports mastery of morphological skills both in isolation and in connected text.

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

The grade 1 materials in Fonética en acción para primer grado: guía del docente para la instrucción complementaria de fonética ensure that students practice only with morphemes that have been explicitly taught, supporting mastery and preventing exposure to untaught or developmentally inappropriate morphological patterns. In the Red series, “Fonética en acción #2,” parts 1–5, “Palabras con 3 sílabas,” students review previously taught prefixes (im-, des-, in-, bi-) before practicing a new list of multisyllabic words that contain the same morphemes. The word list includes desigual, desorden, injusto, and bicolor, allowing students to apply their knowledge of familiar prefixes in controlled decoding practice.

Similarly, in “Fonética en acción #7,” parts 1–6, “Palabras con 4 o más sílabas,” students practice only with suffixes that have already been explicitly introduced. After reviewing the suffixes -mente, -ito, -ita, -oso, and -osa, students read multisyllabic words such as solecito, deseosa, ampliamente, and galletitas. This structured approach ensures that all decoding practice is cumulative and aligned with previously taught morphological content.