Program Information
- ISBN
- Pending
Fountas & Pinnell Classroom (FPC), Grade 5
Grade 5
IMRA 2026
Publisher: Heinemann, a division of Greenwood Publishing Group LLC
Copyright: 2023
Series includes:
Rubric: Supplemental RLA K–5 (English) (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 5 | 44.67% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional supplemental program design.
Total
40% (4 out of 10 points)
Evaluation for 1.1a
The materials do not provide guidance on how the program is used as a supplemental program to support targeted remediation or acceleration, such as additional instruction and/or practice. The PDF “Preparing for Fountas & Pinnell Classroom™: An Interactive Action Plan” describes the program as a comprehensive system of classroom-based literacy instruction rather than a supplemental tool.
Phonics, Spelling, and Word Study Lessons, Grade 5 states that its “intended purpose is explicit lessons with materials appropriate for whole-group instruction, individual, partners, or small-group application.” There is no guidance on how the program can be used as supplemental instruction and/or practice, or for targeted remediation or acceleration.
Evaluation for 1.1b
In Phonics, Spelling, and Word Study Lessons, Grade 5, the “Fitting It All Together” section outlines the distribution of components across a comprehensive three-hour instructional block. However, materials do not offer guidance or evidence for implementing the program as a supplemental resource. Instead, the framework explicitly positions it as a core curriculum.
The online digital resources include a 180-day plan that explicitly details daily lesson sequences across various program components. However, the materials lack specific guidance, strategies, or instructional pathways on how to effectively integrate or use these materials in a supplemental capacity.
Evaluation for 1.1c
The online resources include a 180-day plan detailing a comprehensive, year-long instructional sequence that encompasses all eight program components. While the publisher notes that this daily sequence is a suggested model that can be modified at the educator’s discretion, the documentation does not include a rationale for the scope and sequence. Furthermore, while the 180-day plan outlines daily instructional skills, it does not include student expectations.
In Phonics, Spelling, and Word Study Lessons, Grade 5, the materials include a scope and sequence outlining the 100 lessons based on early-, middle-, and late-year skills. Although this resource provides a rationale for each phonics lesson, the other components of the materials do not include a rationale for the sequence. Furthermore, there are no student expectations referenced in the materials.
Evaluation for 1.1d
The materials provide pacing and daily time requirements within the 180-day plan, which outlines the structural framework for language and literacy opportunities, Reader’s Workshop, and Writer’s Workshop. The document uses clock icons to illustrate recommended instructional minutes for each component and context across the 180-day sequence.
In Phonics, Spelling, and Word Study Lessons, Grade 5, the “Fitting It All Together” section details a daily schedule by outlining the exact instructional minutes required for each program component. Program components include Group Meeting, Interactive Read-Aloud, Shared Reading, Phonics/Spelling/Word Study, Reading Minilesson, Small-Group Instruction/Independent Literacy Work, Group Share, and Writer’s Workshop.
Evaluation for 1.1e
The online materials include a 180-day scope and sequence and implementation plan for educators that includes guidance for “making this instructional plan your own,” as well as “helpful tips” and support for “putting it all together.” The online materials also include a video titled “Unpacking Phonics, Spelling and Word Study, Grade K–4” that supports educators in understanding the materials included in the program and how to organize them.
The online materials include an interactive implementation plan that contains four steps to support educators with implementation: define your vision and values, set goals, get to know the Fountas & Pinnell Classroom system, and plan your literacy time. The plan also directs educators to professional development videos to support implementation.
Evaluation for 1.1f
The Shared Reading materials include a “Caregiver Letter” available in English, Spanish, and additional languages such as French and Hmong. The letter introduces families to how students will engage with books throughout the year and provides general suggestions for ways families can support literacy at home. However, the letter does not provide specific suggestions for supporting student learning throughout the program.
The Guided Reading materials provide “Caregiver Letters” that explain the program to families in numerous languages. However, the supports do not provide specific suggestions to support student progress.
1.1 Supplemental Program Design
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).
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).
0 out of 1 points
Evaluation for 1.1a
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).
0 out of 1 points
Phonics, Spelling, and Word Study Lessons, Grade 5 states that its “intended purpose is explicit lessons with materials appropriate for whole-group instruction, individual, partners, or small-group application.” There is no guidance on how the program can be used as supplemental instruction and/or practice, or for targeted remediation or acceleration.
1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
0 out of 1 points
Evaluation for 1.1b
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.
0 out of 1 points
The online digital resources include a 180-day plan that explicitly details daily lesson sequences across various program components. However, the materials lack specific guidance, strategies, or instructional pathways on how to effectively integrate or use these materials in a supplemental capacity.
1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
1 out of 3 points
Evaluation for 1.1c
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.
1 out of 3 points
In Phonics, Spelling, and Word Study Lessons, Grade 5, the materials include a scope and sequence outlining the 100 lessons based on early-, middle-, and late-year skills. Although this resource provides a rationale for each phonics lesson, the other components of the materials do not include a rationale for the sequence. Furthermore, there are no student expectations referenced in the materials.
1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.
2 out of 2 points
In Phonics, Spelling, and Word Study Lessons, Grade 5, the “Fitting It All Together” section details a daily schedule by outlining the exact instructional minutes required for each program component. Program components include Group Meeting, Interactive Read-Aloud, Shared Reading, Phonics/Spelling/Word Study, Reading Minilesson, Small-Group Instruction/Independent Literacy Work, Group Share, and Writer’s Workshop.
1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.
Materials include resources and guidance to support educators with implementing the materials as designed.
1 out of 1 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.
1 out of 1 points
The online materials include an interactive implementation plan that contains four steps to support educators with implementation: define your vision and values, set goals, get to know the Fountas & Pinnell Classroom system, and plan your literacy time. The plan also directs educators to professional development videos to support implementation.
1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.
0 out of 2 points
Evaluation for 1.1f
Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.
0 out of 2 points
The Guided Reading materials provide “Caregiver Letters” that explain the program to families in numerous languages. However, the supports do not provide specific suggestions to support student progress.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
18% (2 out of 11 points)
Evaluation for 2.1a
The grade 5 online materials contain a Phonics and Word Study Assessment Guide along with formative assessments for each component of word study: letter–sound relationships, spelling patterns, high-frequency words, vocabulary, word structure, and word-solving actions. Each component includes multiple assessments and the materials to go along with them. The resource Phonics, Spelling, and Word Study Lessons, Grade 5 also contains quick, formative, observational assessments within each lesson to assess student understanding. However, the materials do not include summative assessments.
The materials in the Interactive Read-Aloud, Grade 5 include an assessment section in each read-aloud lesson card. The assessments provide specific educator prompts to observe students’ reading behaviors and record them on a recording form. Each lesson includes a formative assessment with specific look-fors to guide administration but does not include a summative assessment.
Evaluation for 2.1b
The supplemental program includes an “Assessment Overview” in the Phonics, Spelling, and Word Study Lessons, and Spelling, Grade 5 component. This overview describes the importance of ongoing observations of student literacy behaviors and also explains how and why educators should assess what students know about letters, sounds, and words. The guide includes descriptions of ongoing observations and systematic assessment tasks for use across the six areas of learning of the curriculum. However, it does not include the definition or intended purpose of each assessment.
Within the Fountas & Pinnell Interactive Read-Aloud Collection Guide, Grade 5, a general purpose is to “gain important information by observing children as they participate in interactive read-aloud discussions.” However, this guidance is not specific to the varied assessment types in the program. The materials do not explicitly identify whether the assessment is intended to serve a formative or summative purpose.
Evaluation for 2.1c
The Phonics, Spelling, and Word Study Lessons, Grade 5 materials provide guidance for the consistent and accurate administration of instructional assessments. In the section titled “How to Use It,” the materials give instructions on whether to administer tests individually or in small groups, list necessary resources, describe student behaviors to observe during testing, and explain how to record responses.
The Reading Minilessons, Grade 5 materials provide guidance for educators to administer formative assessments, such as observational guiding questions.
Evaluation for 2.1d
While Phonics, Spelling, and Word Study Lessons, Grade 5 identifies lessons as falling in the early, middle, or late stage of development, the “Assessment” section does not provide explicit guidance for educators on how to ensure that assessments include varying levels of complexity aligned to those developmental stages. For example, it advises educators to “Notice whether children are able to recognize high-frequency words with three or more letters” but neglects to provide guidance for which words to use for the assessment to ensure that items will vary in complexity.
While the Reading Minilessons, Grade 5 materials include some oral assessments, they do not provide a variety of item types or items at varying levels of complexity. For example, the assessment after an umbrella/unit includes a list of different questions that the educator can ask, and guidance to observe students when they are reading. However, these questions do not include different item types or items at varying levels of complexity.
Evaluation for 2.2a
The Reading Minilessons, Phonics, Spelling, and Word Study, Interactive Read-Aloud, and Shared Reading components provide general formative assessments through an optional “Assessment” section with educator prompts. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5, after lesson LSR 3, the assessment is to “notice any letter patterns with which students need more practice.” The lesson provides no guidance on interpreting those student responses and/or student performance.
In Phonics, Spelling, and Word Study Lessons, Grade 5, there are assessments for spelling patterns that provide resources and information for giving the assessment, but no guidance for scoring. The text states “Note the results on the individual record” and provides a sheet to track the data, but it offers no guidance on scoring or interpreting student performance.
Evaluation for 2.2b
Phonics, Spelling, and Word Study Lessons, Grade 5 includes tracking sheets for educators to note whether students can demonstrate specific skills. However, there is no guidance or resources on how to score, track, or respond to the data, nor resources for how an educator should respond to student performance as identified by scoring skills on a tracking sheet. The materials do not include suggested activities or lessons to respond to student needs.
The Fountas & Pinnell Classroom Interactive Read-Aloud Collection, Grade 5 provides an “Assess the Learning” opportunity at the end of each lesson card. However, the assessment is general and does not provide guidance on how to respond to student performance. For example, it advises educators to “observe children to find evidence they can: understand details in the story or notice how the illustrations help to convey the author’s message.” The materials do not provide guidance on how educators should interpret or respond to assessment data. Additionally, they do not suggest targeted activities, lessons, or resources to address identified student needs.
Evaluation for 2.2c
The Independent Reading, Grade 5 materials include an “Independent Reading Recordkeeping Form” for educators that has spaces to record student names, days of the week, and comments. While the program includes an “Independent Reading Tracking Sheet” for students to record books read during independent reading, this does not track all literacy skill growth throughout the year.
The Independent Reading, Grade 5 materials do not include ways for students to track their own growth within the program. The materials provide one way for educators to track student data through the “Student Summary Form” found in the general resources. However, the form is a general tracking form and is not tied to growth in specific goals or standards.
Evaluation for 2.2d
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.
2.1 Instructional Assessments
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).
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).
1 out of 2 points
Evaluation for 2.1a
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).
1 out of 2 points
The materials in the Interactive Read-Aloud, Grade 5 include an assessment section in each read-aloud lesson card. The assessments provide specific educator prompts to observe students’ reading behaviors and record them on a recording form. Each lesson includes a formative assessment with specific look-fors to guide administration but does not include a summative assessment.
2.1b
Materials include the definition and intended purpose for the instructional assessments included.
Materials include the definition and intended purpose for the instructional assessments included.
0 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.
0 out of 1 points
Within the Fountas & Pinnell Interactive Read-Aloud Collection Guide, Grade 5, a general purpose is to “gain important information by observing children as they participate in interactive read-aloud discussions.” However, this guidance is not specific to the varied assessment types in the program. The materials do not explicitly identify whether the assessment is intended to serve a formative or summative purpose.
2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The Reading Minilessons, Grade 5 materials provide guidance for educators to administer formative assessments, such as observational guiding questions.
2.1d
Instructional assessments include items at varying levels of complexity.
Instructional assessments include items at varying levels of complexity.
0 out of 2 points
Evaluation for 2.1d
Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.
0 out of 2 points
While the Reading Minilessons, Grade 5 materials include some oral assessments, they do not provide a variety of item types or items at varying levels of complexity. For example, the assessment after an umbrella/unit includes a list of different questions that the educator can ask, and guidance to observe students when they are reading. However, these questions do not include different item types or items at varying levels of complexity.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
0 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
0 out of 2 points
In Phonics, Spelling, and Word Study Lessons, Grade 5, there are assessments for spelling patterns that provide resources and information for giving the assessment, but no guidance for scoring. The text states “Note the results on the individual record” and provides a sheet to track the data, but it offers no guidance on scoring or interpreting student performance.
2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.
0 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.
0 out of 1 points
The Fountas & Pinnell Classroom Interactive Read-Aloud Collection, Grade 5 provides an “Assess the Learning” opportunity at the end of each lesson card. However, the assessment is general and does not provide guidance on how to respond to student performance. For example, it advises educators to “observe children to find evidence they can: understand details in the story or notice how the illustrations help to convey the author’s message.” The materials do not provide guidance on how educators should interpret or respond to assessment data. Additionally, they do not suggest targeted activities, lessons, or resources to address identified student needs.
2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.
0 out of 2 points
Evaluation for 2.2c
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.
0 out of 2 points
The Independent Reading, Grade 5 materials do not include ways for students to track their own growth within the program. The materials provide one way for educators to track student data through the “Student Summary Form” found in the general resources. However, the form is a general tracking form and is not tied to growth in specific goals or standards.
2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.
Not applicable.
Evaluation for 2.2d
Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.
Not applicable.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
40% (4 out of 10 points)
Evaluation for 3.1a
In Phonics, Spelling, and Word Study Lessons, Grade 5, each lesson includes a section titled “Consider Your Children.” However, the section only provides general guidance for educators on differentiating instruction. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5, LSR2, the guidance states, “Use this lesson after students are thoroughly familiar with regular consonant letter–sound relationships.” These guidelines are general and do not specify how to provide differentiated instruction for students who have not yet reached proficiency in grade-level skills.
While the materials do not include explicit guidance for differentiation or activities for students who have not yet reached grade-level proficiency, they do include general guidance. For example, “Introduce the Text” in the Interactive Read-Aloud, Grade 5 lesson “Mrs. Katz and Tush” advises, “Consider the strengths and needs of your children and the demands of the text as you introduce and read the book.”
Evaluation for 3.1b
Reading Minilessons, Phonics, Spelling, and Word Study lessons, Interactive Read-Aloud, and Shared Reading components include an optional “Extend the Lesson” section with suggestions for activities to do with students. However, the section does not distinguish whether it provides guidance for differentiated instruction for students who have demonstrated proficiency in grade-level skills. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5, SP3 directs educators to “Challenge students to come up with other multisyllabic words with these unique vowel phonogram patterns.”
The Reading Minilessons Book, Grade 5 includes a section for differentiated instruction titled “Extend the Lesson (Optional).” An option in RML 8 for lesson extension directs educators to “Have students compare and contrast, in writing, the romance and adventure in two different fairy tales. For example, ‘Beauty and the Beast’ and ‘The Dragon Prince,’ or ‘Beauty and the Beast’ and ‘The Frog Prince.’” However, the educator guidance is generic, offering no options for differentiated instruction or activities for students who have demonstrated proficiency in grade-level skills.
Evaluation for 3.1c
The materials do not provide any guidance for students receiving special education supports. While educators are prompted to “Consider Your Children” when planning phonics and word study lessons, the materials offer no further guidance for providing specially designed instruction. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5, lesson LSR3 suggests “Use this lesson if you notice an overreliance on the simplest letter–sound relationships (e.g., /k/ k) in students’ writing, or a tendency for students to misread words with more complex representations of the consonant sounds /k/ and /f/.”
The Fountas & Pinnell Classroom provides some special features, such as audiobooks, that educators can use to support students before, during, and after reading. However, there is no guidance for educators on how to adapt materials to meet the individual needs of students receiving supports and services through special education within the program.
Evaluation for 3.2a
The materials provide explicit, direct prompts to support educators. For example, in the Reading Minilessons Book, Grade 5, RML1 prompts educators to tell students to “Choose a book you would like to read and talk about.” The section “Summarize and Apply” prompts educators to tell students, “We talked about different reasons you might choose a book for your book club meeting,” and “During independent reading today, fill out the slip of paper to show your preferences for a book club book. Number the books in the order you want to read them. Number one will be your first choice.”
The materials include explicit, direct prompts and guidance to support educators in modeling and explaining the skill or skills to be learned. For example, lesson SP4 in Phonics, Spelling, and Word Study Lessons, Grade 5 includes a numbered list with modeled language and prompts as the lesson progresses. For example, number two in the list prompts the educator to ask students, “What do you notice about all of the words?” and “What do you notice about the patterns at the end of each pair of words?”
Evaluation for 3.2b
The materials include guidance and recommendations for effective delivery and facilitation using various instructional approaches. For example, the “Apply” section of Phonics, Spelling, and Word Study Lessons, Grade 5 lesson SP4 prompts educators to “Have students play ‘Concentration’ in groups of two to four players.” In “Share,” guidance language prompts educators to “Have students share examples of words they matched. Invite students to name other words that end in the same vowel phonogram pattern.”
The Fountas & Pinnell Shared Reading, Grade 5 material provides lesson plans for all lessons in the program, including information on “Warm-Up: Phonics,” “Introduce the Text,” “First Reading,” “Second Reading,” “Discussing (Within, Beyond, About) the Text,” “Rereading the Text with Explicit Teaching,” “Responding to the Meaning of the Text,” “Independent Reading,” “Connecting to Other Books,” and “Assessment.” These lessons provide educators with details on introducing a concept and modeling through direct instruction. The lessons include various instructional approaches such as educator modeling, student partnering to practice a comprehension skill, and independent skill application.
Evaluation for 3.2c
The supplemental program includes specific educator guidance and recommendations for delivery and facilitation using various instructional materials. For example, in The Reading Minilessons Book, Grade 5, RML2 states “Authors use infographics to show several kinds of information in a clear and interesting way.” The lesson includes embedded prompts to support educators in guiding student thinking and discussion, such as “Think about this infographic with your partner. Turn and talk about what you notice about this infographic and what you learned from it.” Additional guidance explains how to facilitate partner discussions, analyze an anchor chart, summarize the learning, and reinforce the skill.
The book club materials include guidance for educators on whole-group, small-group, and individual classroom structures to support effective implementation. For example, the Book Clubs Collection Guide, Grade 5 guides educators to “Introduce the four titles from the text set to the whole class” before reading. Another prompt notes that “Some children may be able to read the text independently” during reading. The “After Reading” column states, “When all children in a group have finished reading or listening to the book, bring them together for a discussion.”
Evaluation for 3.3a
The Phonics, Spelling, and Word Study Lessons, Grade 5 materials include a section before each lesson titled “Working with English Language Learners.” This section provides educators with guidance on using strategies for emergent bilingual (EB) students, but does not give differentiated guidance to support two or more levels of language proficiency, as defined by the ELPS. For example, WMV 21, “Understand That English Words or Terms Are Derived from Many Different Sources,” offers no educator guidance on providing linguistic accommodations for various levels of language proficiency, as defined by the ELPS.
The book club materials include discussion cards with a “Goals” section stating that the intended purpose is for the educator to “choose or modify goals that match the learning needs of your students.” The goals listed include listening and speaking, building deep understanding, and writing about reading. While each overview card lists the goals for each book in the sets, the materials do not include educator guidance on providing linguistic accommodations for various levels of language proficiency as defined by the ELPS..
Evaluation for 3.3b
The Reading Minilesson Book, Grade 5 provides no guidance for educators on how to best support EB students. While the sidebar of each lesson discusses “Academic Language/Important Vocabulary,” there is no explicit educator guidance in effectively using the materials. For example, the bulleted list of words in RML1 includes genre, fiction, fantasy, realism, realistic fiction, and historical fiction. But there is no definition, visual, or guidance on how to use those words to support EB students in the classroom.
Phonics, Spelling, and Word Study Lessons, Grade 5 provides a general overview for working with EB students. This section is broken into four subsections for “Oral Language,” “Reading,” “Writing,” and “Phonics and Word Study.” The statements and strategies are general and do not offer any guidance to educators or tools for effective classroom implementation. For example, the “Reading” subsection guides educators to “Watch for signs of enjoyment and reread some favorites.” However, there is no guidance for educators in delivering lessons with specific scaffolds to support EB students.
Evaluation for 3.3c
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
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.
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.
0 out of 1 points
Evaluation for 3.1a
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.
0 out of 1 points
While the materials do not include explicit guidance for differentiation or activities for students who have not yet reached grade-level proficiency, they do include general guidance. For example, “Introduce the Text” in the Interactive Read-Aloud, Grade 5 lesson “Mrs. Katz and Tush” advises, “Consider the strengths and needs of your children and the demands of the text as you introduce and read the book.”
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.
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.
0 out of 1 points
Evaluation for 3.1b
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.
0 out of 1 points
The Reading Minilessons Book, Grade 5 includes a section for differentiated instruction titled “Extend the Lesson (Optional).” An option in RML 8 for lesson extension directs educators to “Have students compare and contrast, in writing, the romance and adventure in two different fairy tales. For example, ‘Beauty and the Beast’ and ‘The Dragon Prince,’ or ‘Beauty and the Beast’ and ‘The Frog Prince.’” However, the educator guidance is generic, offering no options for differentiated instruction or activities for students who have demonstrated proficiency in grade-level skills.
3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
0 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
0 out of 1 points
The Fountas & Pinnell Classroom provides some special features, such as audiobooks, that educators can use to support students before, during, and after reading. However, there is no guidance for educators on how to adapt materials to meet the individual needs of students receiving supports and services through special education within the program.
3.2 Instructional Methods
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.
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
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.
2 out of 2 points
The materials include explicit, direct prompts and guidance to support educators in modeling and explaining the skill or skills to be learned. For example, lesson SP4 in Phonics, Spelling, and Word Study Lessons, Grade 5 includes a numbered list with modeled language and prompts as the lesson progresses. For example, number two in the list prompts the educator to ask students, “What do you notice about all of the words?” and “What do you notice about the patterns at the end of each pair of words?”
3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The Fountas & Pinnell Shared Reading, Grade 5 material provides lesson plans for all lessons in the program, including information on “Warm-Up: Phonics,” “Introduce the Text,” “First Reading,” “Second Reading,” “Discussing (Within, Beyond, About) the Text,” “Rereading the Text with Explicit Teaching,” “Responding to the Meaning of the Text,” “Independent Reading,” “Connecting to Other Books,” and “Assessment.” These lessons provide educators with details on introducing a concept and modeling through direct instruction. The lessons include various instructional approaches such as educator modeling, student partnering to practice a comprehension skill, and independent skill application.
3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 1 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 1 points
The book club materials include guidance for educators on whole-group, small-group, and individual classroom structures to support effective implementation. For example, the Book Clubs Collection Guide, Grade 5 guides educators to “Introduce the four titles from the text set to the whole class” before reading. Another prompt notes that “Some children may be able to read the text independently” during reading. The “After Reading” column states, “When all children in a group have finished reading or listening to the book, bring them together for a discussion.”
3.3 Support for Emergent Bilingual Students
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.
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.
0 out of 2 points
Evaluation for 3.3a
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.
0 out of 2 points
The book club materials include discussion cards with a “Goals” section stating that the intended purpose is for the educator to “choose or modify goals that match the learning needs of your students.” The goals listed include listening and speaking, building deep understanding, and writing about reading. While each overview card lists the goals for each book in the sets, the materials do not include educator guidance on providing linguistic accommodations for various levels of language proficiency as defined by the ELPS..
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.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
0 out of 1 points
Evaluation for 3.3b
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.
0 out of 1 points
Phonics, Spelling, and Word Study Lessons, Grade 5 provides a general overview for working with EB students. This section is broken into four subsections for “Oral Language,” “Reading,” “Writing,” and “Phonics and Word Study.” The statements and strategies are general and do not offer any guidance to educators or tools for effective classroom implementation. For example, the “Reading” subsection guides educators to “Watch for signs of enjoyment and reread some favorites.” However, there is no guidance for educators in delivering lessons with specific scaffolds to support EB students.
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.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3c
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.
Not applicable.
Rubric Section 4
Foundational Skills
Materials support the development of foundational skills through systematic and explicit (direct) instruction and practice.
Total
0% (0 out of 26 points)
Evaluation for 4.1a
No evidence of three-cueing as defined in Texas Education Code (TEC), §28.0062 was found in this program.
Evaluation for 4.2a
This guidance is not applicable to the program because TEKS for the grade level do not list phonological awareness skills.
Evaluation for 4.2b
This guidance is not applicable to the program because TEKS for the grade level do not list phonemic awareness skills.
Evaluation for 4.2c
This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.
Evaluation for 4.2d
This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.
Evaluation for 4.2e
This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.
Evaluation for 4.A.3a
The materials do not include a systematic sequence for introducing sound–spelling patterns in alignment with the grade-level TEKS as appropriate for the program’s stated purpose. In Phonics, Spelling, and Word Study Lessons, Grade 5, the Master Lesson Guide organizes instruction across letter–sound relationships, spelling patterns, high-frequency words, word meaning, word structure, and word-solving actions. While this outline suggests a general progression from simpler to more complex concepts, it does not provide a clearly systematic or research-based sequence for phonics instruction. For example, LSR 1, “Recognize and Use Consonant Letters and Consonant Digraphs That Represent Two Different Sounds at the End of a Word,” includes words such as topic, public, replace, and advice. LSR 2, “Recognize and Use Consonant Letters and Consonant Digraphs That Represent Two or More Different Sounds in the Middle of a Word,” includes words such as proceed, bacon, faucet, and decay. LSR 3, “Understand That Some Consonant Sounds Can Be Represented by Several Different Letters or Letter Clusters,” includes words such as mascot, pluck, and chaos. Although the lessons increase in linguistic complexity, the materials do not clearly explain why consonant patterns are introduced in this order or how the sequence aligns with a research-based phonics progression designed to ensure mastery of the grade-level TEKS. As a result, the sequence does not provide a systematic or clearly structured progression for introducing sound–spelling patterns in alignment with grade-level expectations.
There is no systematic sequence for introducing spelling patterns in alignment with the grade 5 TEKS. For example, in The Reading Minilessons Book, Grade 5, only six lessons are designed to teach students how to break apart multisyllabic words. There is no specific guidance for the educator on the order in which to teach sound–spelling patterns in alignment with the grade-level TEKS. The materials use a mixed set of spelling patterns that are not sequenced by difficulty or frequency.
Evaluation for 4.A.3b
In Phonics, Spelling, and Word Study Lessons, Grade 5, LSR 1 does not include explicit instruction or educator modeling of how to decode the target sound–spelling pattern before students read words containing the pattern. Step 1 of the “Teach” section instructs the educator to write a randomized list of words on the whiteboard, including topic, public, replace, and advice. The educator is then directed to “Have students read the words aloud.” Students complete this task before the educator introduces, models, or discusses the target consonant digraphs -ce and -ic nor their sound–spelling alignment.
The materials do not include explicit instruction in decoding and encoding words using sound–spelling patterns in alignment with the grade-level TEKS, as appropriate for the program’s stated purpose. For example, in the Guided Reading Collection Guide, Grade 5, the Guided Reading lesson, “Good-bye for Now,” includes a “Word Work” activity in which students identify and sort words based on the different spellings that represent the /k/ sound. However, the lesson does not include explicit instruction in decoding and encoding words using sound–spelling patterns. The lesson lacks educator modeling of how to use the targeted sound–spelling correspondences to decode unfamiliar words or encode words in writing. Rather than explicitly teaching the sound–spelling pattern, students analyze, categorize, and read words using prior knowledge. The lesson also fails to demonstrate a gradual release of responsibility, as it does not move from explicit modeling to guided practice and independent application of the targeted sound–spelling pattern. There are no consistent opportunities for purposeful feedback, cumulative review, or repeated practice of the targeted sound–spelling correspondences across the lesson. While students identify and discuss multiple spellings for the /k/ sound and read words containing those patterns, the lesson does not include corresponding encoding practice, such as spelling or writing words using the targeted sound–spelling patterns.
Evaluation for 4.A.3c
Each lesson in Phonics, Spelling, and Word Study Lessons, Grade 5 introduces a new sound–spelling pattern but provides no opportunities to practice previously taught patterns, making student practice noncumulative. The lessons include activities and resources in which students read from word lists, flashcards, and word sorts. However, the materials do not provide cumulative encoding opportunities in which students spell, write, or generate words using both newly introduced and previously taught sound–spelling patterns. The materials do not include practice in connected decodable texts, and every lesson is not aligned to the grade 5 TEKS.
The materials do not provide cumulative student practice for decoding and encoding previously taught sound–spelling patterns, nor do they include decodable connected texts. For example, in Guided Reading Collection Guide, Grade 5 the lesson “Every Action” includes a “Word Work” section that focuses in isolation on a single, new structural element by listing words with the various prefixes and suffixes, such as creation, created, uncreative, inspection, inspected, and reinspected. Students are not provided opportunities to encode these patterns through dictation, spelling, or written application activities that require them to apply previously taught sound–spelling correspondences cumulatively. While the lesson includes independent student reading, students practice their reading skills using a leveled fiction text rather than a highly controlled, decodable text designed for cumulative sound–spelling repetition. The materials do not align with the TEKS as appropriate for enhancing grade-level instruction.
Evaluation for 4.A.3d
Guided Reading Collection Guide, Grade 5 provides a large collection of guided reading lessons that use non-decodable texts containing various sound–spelling patterns not taught in the Phonics, Spelling, and Word Study Lessons, Grade 5 materials. As a result, students encounter and practice reading sound–spelling patterns during Guided Reading before receiving explicit instruction in those patterns during Phonics, Spelling, and Word Study lessons.
The materials do not ensure that activities are restricted to only sound–spelling patterns that have been explicitly taught. For example, in Guided Reading Collection Guide, Grade 5, the lesson “Embarrassing with a Capital E” includes a “Word Work” section in which the educator models how to break apart multisyllabic words using base words and affixes. The lesson uses words such as colorful, colorless, and colorfully. Students practice dividing similar words such as careful, careless, and carefully. However, the materials lack a structured scope and sequence to verify that students have previously mastered these vowel patterns or syllable division types prior to this application. The accompanying text is a leveled, realistic fictional narrative that introduces complex vocabulary words such as ingredients, straightening, and uncomfortable and increases task difficulty by assigning spelling patterns outside the instructional sequence.
Evaluation for 4.B.3a
The materials lack a scope and sequence for introducing regular and irregular high-frequency words and do not clearly indicate that the program’s high-frequency word sequence is derived from a research-based list. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5, HFW 1, “Read and Write Approximately 500 High-Frequency Words,” encourages the educator to slow instruction by reviewing each word more than once. The accompanying high-frequency word resource lists words in alphabetical order and does not reference that the words are derived from a research-based list informed by linguistic analysis or large-text studies. The selection and pacing of words is left to educator discretion, with no explicit guidance for sequencing instruction to ensure progressively built learning or to distinguish between regular and irregular high-frequency words.
In Phonics, Spelling, and Word Study Lessons, Grade 5, the table of contents includes multiple lessons addressing high-frequency words, but the materials do not reference a research-based list or framework to justify the selection or sequence of instruction. For example, the program includes eight lessons focused on high-frequency words. While these lessons outline instructional routines for teaching high-frequency words, the materials do not identify a research-based source, scope and sequence, or explicit rationale explaining how the progression of lessons was developed or how it supports a systematic instructional sequence.
Evaluation for 4.B.3b
The materials include opportunities for students to work with high-frequency words in Phonics, Spelling, and Word Study Lessons, Grade 5. For example, in HFW 2, students work with five commonly misspelled high-frequency words associated with irregular spelling patterns involving /s/, /sh/, and /z/ sounds. The lesson does not include a gradual release of responsibility, and instruction is not explicit prior to student practice. In addition, encoding is not explicitly taught before students are asked to apply spelling corrections, and the materials refer to irregular spelling patterns as “spelling demons,” which is not aligned with the TEKS-based terminology. The materials do not include explicit instruction in decoding and encoding regular and irregular high-frequency words.
In Phonics, Spelling, and Word Study Lessons, Grade 5, HFW 4, “Recognize Spelling Demons and Other Commonly Misspelled Words and Rewrite Them Correctly,” directs the educator to display a paragraph with intentional misspellings and ask students what they notice about the first sentences. Students identify errors such as “sugested,” and the teacher prompts discussion of why the word is misspelled, then models correction by crossing out the error, writing the correct spelling, suggested, and saying each letter aloud. The routine continues as a proofreading activity for additional words such as necessary, actually, and immediately. Although students are prompted to notice patterns such as double consonants in suggested, the instruction relies on student error identification and visual memory strategies rather than explicit modeling of sound–letter correspondences or structured encoding instruction. Furthermore, the materials do not demonstrate that the words are drawn from a research-based, high-frequency word list or explicitly connected to the grade 5 TEKS expectations for decoding and encoding.
Evaluation for 4.B.3c
In Phonics, Spelling, and Word Study Lessons, Grade 5, HFW 6, students practice the high-frequency words council, preparation, significance, success, and consider. However, each lesson introduces a new set of high-frequency words without providing opportunities for students to revisit or cumulatively practice previously taught words. Subsequent lessons do not incorporate earlier words into review lists, isolation practice, or decodable connected text. The materials do not identify a research-based, high-frequency word list to ensure consistent grade-level alignment or cumulative review.
In Phonics, Spelling, and Word Study Lessons, Grade 5, HFW 3, “Read and Write Approximately 500 High-Frequency Words,” students practice encoding regular and irregular high-frequency words through a “Concentration” game. While this activity provides isolated practice with selected words, the materials do not provide ongoing opportunities for students to repeatedly decode and encode these words across lessons. Furthermore, the program does not include decodable connected texts with embedded high-frequency words or structured prompts for guided or independent practice within authentic reading contexts. As a result, students do not have sufficient cumulative exposure to high-frequency words to develop automaticity.
Evaluation for 4.B.3d
The materials do not ensure that student practice includes only high-frequency words that have been explicitly taught. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5, HFW 7, the “Extend Learning” section prompts the educator to have students begin or add to a personal list of high-frequency and high-utility words they want to learn or are currently learning. This activity allows students to select words independently, including words that have not been explicitly taught in the instructional sequence. Consequently, student practice is not limited to a controlled set of previously taught high-frequency words.
The materials do not include student practice with only regular and irregular high-frequency words that have been explicitly taught. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5, HFW 4, students complete a crossword puzzle in which they identify misspelled words from clues and write the correct spelling in the puzzle. The lesson targets irregular spelling patterns such as double consonants in immediately, actually, suggested, and necessary. However, the practice also includes high-frequency words with additional spelling patterns that have not been explicitly taught, including the VCV pattern in necessary, the vowel team pattern in approach, and the quadgraph -tion in million. This indicates that student practice extends beyond only previously explicitly taught, high-frequency words and associated patterns.
Evaluation for 4.C.3a
In Phonics, Spelling, and Word Study Lessons, Grade 5, WSA 6, students break words into syllables to support spelling. However, this lesson functions as a stand-alone instructional activity rather than part of a clearly defined progression of syllable types and syllable division principles. The materials do not provide a scope and sequence outlining how syllable types and syllable-division strategies are introduced, revisited, and extended across lessons. Furthermore, there is no educator guidance identifying prerequisite skills, explaining the rationale for lesson placement, or showing how instruction builds cumulatively toward mastery of the grade-level TEKS.
Although the Guided Reading Collection Guide, Grade 5 lessons include “Word Work” activities focused on morphemic analysis, multisyllabic words, and occasional syllable-division practice, the evidence does not demonstrate a systematic scope and sequence for developing students’ decoding and encoding skills using grade-level sound–spelling patterns over time. Across the Guided Reading lessons, “Word Work” activities vary by text and emphasize skills such as analyzing prefixes, suffixes, base words, Greek and Latin roots, or examining features of multisyllabic words. While some lessons include opportunities to read or discuss multisyllabic words, the materials do not provide a clearly sequenced progression of sound–spelling patterns or syllable-division principles aligned to grade-level expectations. Additionally, the materials do not identify which lessons address specific sound–spelling patterns or organize instruction in a cumulative, systematic order, making it difficult for educators to implement coherent phonics instruction across the program. Instead, “Word Work” activities are embedded within individual Guided Reading lessons and are driven by the selected text rather than by a structured instructional progression. As a result, the materials do not provide a systematic sequence of explicit decoding and encoding instruction.
Evaluation for 4.C.3b
In Phonics, Spelling, and Word Study Lessons, Grade 5, SP 1 begins with the educator writing words such as unpaid, reshape, and delay and asking students what they notice. Students identify syllables and vowel patterns through questioning and discussion, and educators offer additional guidance as needed. However, the lesson does not begin with explicit educator modeling of syllable division or phonogram analysis, nor does it clearly demonstrate how to decode and encode words step-by-step. Instead, students are expected to infer syllable structure and phonogram patterns through guided questioning and repeated noticing. As a result, the instruction relies on discovery rather than explicit teaching of decoding and encoding skills.
In Phonics, Spelling, and Word Study Lessons, Grade 5, SP 2, students work exclusively with multisyllabic words. During step 2 of the “Teach” section, the educator asks, “What do you notice about all of these words?” The materials indicate that students may observe that the words contain two syllables. However, the lesson does not explicitly explain the targeted phonogram pattern, model how to decode or encode the words step-by-step, or provide a clear teach-practice-apply sequence that includes guided practice before student application. In the “Apply” section, students participate in a card game matching multisyllabic words that share phonogram patterns, such as extend and descend, without having had opportunities to encode words, practice in isolation with single-syllable structures, or receive structured feedback during application.
Evaluation for 4.C.3c
In Phonics, Spelling, and Word Study Lessons, Grade 5, SP 1, students partner to play a card-matching game in which they identify multisyllabic words that share short vowel phonogram patterns, such as extend and descend. However, the partner activity lacks structure for reading support, explicit decoding practice, feedback, and opportunities for encoding or writing words. The routine focuses on matching rather than systematic decoding and encoding, and does not include decodable connected text. Furthermore, the materials do not reference previously taught skills or show how phonogram patterns are spiraled or revisited across lessons. In grade 5, student practice is limited to multisyllabic word-recognition activities without cumulative application across one-syllable and multisyllabic words to support automaticity.
In Phonics, Spelling, and Word Study Lessons, Grade 5, SP 4 provides opportunities for students to identify vowel phonogram patterns in multisyllabic words such as sidewalk, neighborhood, cocoon, and homestead. The lesson does not provide systematic, cumulative opportunities for students to practice applying decoding and encoding skills across previously taught patterns. The “Consider Your Students” section notes that the lesson is appropriate for students who already have “good control over short and long vowel phonogram patterns in multisyllabic words,” indicating that prerequisite skills are assumed. However, the materials do not provide structured opportunities to revisit or cumulatively apply those previously taught patterns. In the “Apply” section, students complete a “Concentration” game focused on identifying vowel phonogram patterns, emphasizing recognition rather than decoding and encoding practice. Students do not spell, write, or encode words with the targeted patterns, nor do they use decodable connected text to apply skills in context. Furthermore, the lesson does not incorporate one-syllable word practice or cumulative review of earlier phonogram patterns, limiting opportunities for building automaticity.
Evaluation for 4.C.3d
In some lessons, student practice extends beyond syllable types and syllable-division principles that have been explicitly taught within the lesson, limiting alignment to the indicator. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5 SP 1, “Teach” introduces closed syllable structures and models short vowel phonogram patterns at the ends of multisyllabic words such as -am (exam), -at (format), -end (descend), and -et (cadet), along with additional patterns such as -ick, -it, -ock, -op, -ot, -ust, and -ut. While some “Apply” activities include words that match these patterns, the practice also includes multisyllabic words that contain structural complexities (varied syllable stress and vowel patterns) that are not explicitly modeled or identified as part of the lesson’s syllable-type instruction. Furthermore, the materials do not clearly delineate which syllable types are considered prerequisite knowledge versus newly taught content within the lesson, making it unclear whether all student practice is restricted to only explicitly taught syllable types and division principles. Student practice is not strictly limited to syllable types and syllable-division principles that have been explicitly taught.
In Phonics, Spelling, and Word Study Lessons, Grade 5, SP 3, students engage in a “Snap!” game, identifying vowel phonogram patterns in multisyllabic words. However, the lesson assumes prior knowledge of syllable types and phonogram patterns without clearly identifying when or where these skills were explicitly taught. The “Consider Your Students” section notes that the lesson is appropriate for students with “good control over short and long vowel sounds in multisyllabic words” and prior experience recognizing patterns, and suggests educators adjust instruction if students lack this experience. However, the materials do not provide a scope and sequence or instructional documentation showing when prerequisite syllable types or syllable division principles were explicitly introduced. As a result, it is not possible to verify that student practice is limited solely to previously explicitly taught syllable-related skills.
Evaluation for 4.D.3a
In Phonics, Spelling, and Word Study Lessons, Grade 5, the “Nine Areas of Learning Across the Year” framework outlines instruction across letter–sound relationships, spelling patterns, high-frequency words, word meaning/vocabulary, word structure, and word-solving actions. These areas are distributed across beginning-, middle-, and end-of-year instruction. However, morpheme-related instruction is not presented in a clearly sequential or TEKS-aligned progression. Prefix instruction does not appear to systematically build from less complex to more complex morphemes, and the scope of prefixes addressed is limited relative to grade 5 expectations. Furthermore, the materials introduce some Greek- and Latin-derived morphemes before more foundational English morphemes without providing explanation or rationale for this instructional order.
The materials in Phonics, Spelling, and Word Lessons, Grade 5 include a Master Lesson Guide that outlines a general continuum of Word Study instruction but does not provide a clear, grade 5-specific sequence for systematic morphological development. While the guide incorporates morphological elements such as prefixes, suffixes, and base words across a developmental continuum, it does not clearly define how morphemes are introduced, revisited, and mastered within grade 5. The progression of morphological skills is embedded within broader Word Study categories rather than a clearly articulated sequence focused on cumulative morphological learning.
Evaluation for 4.D.3b
Phonics, Spelling, and Word Study Lessons, Grade 5, lesson WS 18 delivers instruction through an inquiry-based approach in which students observe word lists containing the target prefixes and respond to educator prompts such as “What changed?” and “What are you thinking about how the prefix changed each word?” However, the lesson does not begin with direct explanation of the prefixes em- and en-, does not provide explicit educator modeling of how the prefixes change word meaning, and does not clearly state a morphological rule for student learning prior to application. As a result, students are expected to infer the morphological concept through guided questioning rather than receiving explicit instruction. The lesson also does not include a gradual release of responsibility, opportunities for cumulative review and practice, nor educator guidance for providing ongoing corrective feedback as students apply the targeted morphological skill.
The materials rely on student discovery rather than explicit instruction to introduce morphological concepts. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5, lesson WS 16 presents students with word lists, who are guided to notice patterns through prompts such as “What do you notice about all of the new words?” The educator then elicits observations and may summarize patterns that students identify. However, the lesson does not provide explicit modeling of how the suffixes -ance and -ence function, nor does it clearly teach a defined morphological rule prior to student exploration. Instead, the instructional design relies on students generating the rule through observation, with minimal direct instructional input from the educator.
Evaluation for 4.D.3c
While Phonics, Spelling, and Word Study Lessons, Grade 5, lesson WS 22 provides opportunities for students to analyze morphological features in isolation, the instruction does not extend this learning into connected text for cumulative application. For example, students work with base words containing the prefixes com- and ex- and discuss word meanings through isolated word analysis. However, the lesson concludes in the “Apply” and “Share” sections without requiring students to apply these morphological patterns within sentences or connected text, limiting opportunities for transfer to reading contexts and development of automaticity.
The materials provide isolated morphological practice without sufficient cumulative application in connected text. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5 WS 13, students examine base words modified with the suffix -ment, sort words on a whiteboard, and participate in a “Lotto” matching game, connecting base words to derived nouns. While these activities support recognition of the targeted morpheme in isolation, the practice remains focused on word lists and discrete matching tasks. The materials do not include opportunities for students to apply these morphological patterns in connected text.
Evaluation for 4.D.3d
The Phonics, Spelling, and Word Study Lessons, Grade 5, lesson WS 6 educator guidance states that if students have had “a great deal of exposure to suffixes in their reading and writing,” the educator may choose to teach all suffixes in the lesson, along with how they change parts of speech, in a single instructional period. This guidance assumes prior exposure and informal experience with suffixes rather than restricting practice to morphemes that have been explicitly and systematically taught within the program sequence. As a result, student practice is not limited to previously taught morphological elements, and the instructional design relies on variable student experience rather than a controlled progression of explicitly taught morphemes.
In Phonics, Spelling, and Word Study Lessons, Grade 5 the WS 11 “Consider Your Students” section directs educators to deliver the lesson only after students have had experience recognizing and using various prefixes, and suggests pairing the lesson with Greek and Latin root instruction. The lesson requires students to work with multiple advanced prefixes, including ant-, anti-, contra-, contro-, and counter-, and assumes knowledge of Latin and Greek roots. However, the materials do not specify when or how these morphemes were explicitly taught prior to application. Instead, the lesson relies on a “growing understanding” of word parts, rather than ensuring that student practice is limited to morphemes explicitly taught through structured instruction.
4.1 Non-Negotiable: Prohibition of Three-Cueing
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.
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.
Not scored
Evaluation for 4.1a
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.
0 out of 0 points
4.2 Phonological and Phonemic Awareness (K-2)
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.
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.
Not applicable.
Evaluation for 4.2a
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.
Not applicable.
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).
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).
Not applicable.
Evaluation for 4.2b
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).
Not applicable.
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.
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.
Not applicable.
Evaluation for 4.2c
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.
Not applicable.
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.
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.
Not applicable.
Evaluation for 4.2d
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.
Not applicable.
4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.
Not applicable.
Evaluation for 4.2e
Evaluation for 4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.
Not applicable.
4.A.3 Sound-Spelling Patterns
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.
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 4.A.3a
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.
0 out of 1 points
There is no systematic sequence for introducing spelling patterns in alignment with the grade 5 TEKS. For example, in The Reading Minilessons Book, Grade 5, only six lessons are designed to teach students how to break apart multisyllabic words. There is no specific guidance for the educator on the order in which to teach sound–spelling patterns in alignment with the grade-level TEKS. The materials use a mixed set of spelling patterns that are not sequenced by difficulty or frequency.
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.
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.
0 out of 2 points
Evaluation for 4.A.3b
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.
0 out of 2 points
The materials do not include explicit instruction in decoding and encoding words using sound–spelling patterns in alignment with the grade-level TEKS, as appropriate for the program’s stated purpose. For example, in the Guided Reading Collection Guide, Grade 5, the Guided Reading lesson, “Good-bye for Now,” includes a “Word Work” activity in which students identify and sort words based on the different spellings that represent the /k/ sound. However, the lesson does not include explicit instruction in decoding and encoding words using sound–spelling patterns. The lesson lacks educator modeling of how to use the targeted sound–spelling correspondences to decode unfamiliar words or encode words in writing. Rather than explicitly teaching the sound–spelling pattern, students analyze, categorize, and read words using prior knowledge. The lesson also fails to demonstrate a gradual release of responsibility, as it does not move from explicit modeling to guided practice and independent application of the targeted sound–spelling pattern. There are no consistent opportunities for purposeful feedback, cumulative review, or repeated practice of the targeted sound–spelling correspondences across the lesson. While students identify and discuss multiple spellings for the /k/ sound and read words containing those patterns, the lesson does not include corresponding encoding practice, such as spelling or writing words using the targeted sound–spelling patterns.
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.
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.
0 out of 3 points
Evaluation for 4.A.3c
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.
0 out of 3 points
The materials do not provide cumulative student practice for decoding and encoding previously taught sound–spelling patterns, nor do they include decodable connected texts. For example, in Guided Reading Collection Guide, Grade 5 the lesson “Every Action” includes a “Word Work” section that focuses in isolation on a single, new structural element by listing words with the various prefixes and suffixes, such as creation, created, uncreative, inspection, inspected, and reinspected. Students are not provided opportunities to encode these patterns through dictation, spelling, or written application activities that require them to apply previously taught sound–spelling correspondences cumulatively. While the lesson includes independent student reading, students practice their reading skills using a leveled fiction text rather than a highly controlled, decodable text designed for cumulative sound–spelling repetition. The materials do not align with the TEKS as appropriate for enhancing grade-level instruction.
4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.
Student practice includes only sound-spelling patterns that have been explicitly taught.
0 out of 1 points
Evaluation for 4.A.3d
Evaluation for 4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.
0 out of 1 points
The materials do not ensure that activities are restricted to only sound–spelling patterns that have been explicitly taught. For example, in Guided Reading Collection Guide, Grade 5, the lesson “Embarrassing with a Capital E” includes a “Word Work” section in which the educator models how to break apart multisyllabic words using base words and affixes. The lesson uses words such as colorful, colorless, and colorfully. Students practice dividing similar words such as careful, careless, and carefully. However, the materials lack a structured scope and sequence to verify that students have previously mastered these vowel patterns or syllable division types prior to this application. The accompanying text is a leveled, realistic fictional narrative that introduces complex vocabulary words such as ingredients, straightening, and uncomfortable and increases task difficulty by assigning spelling patterns outside the instructional sequence.
4.B.3 High-Frequency Words (English Reading Language Arts)
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.
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.
0 out of 1 points
Evaluation for 4.B.3a
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.
0 out of 1 points
In Phonics, Spelling, and Word Study Lessons, Grade 5, the table of contents includes multiple lessons addressing high-frequency words, but the materials do not reference a research-based list or framework to justify the selection or sequence of instruction. For example, the program includes eight lessons focused on high-frequency words. While these lessons outline instructional routines for teaching high-frequency words, the materials do not identify a research-based source, scope and sequence, or explicit rationale explaining how the progression of lessons was developed or how it supports a systematic instructional sequence.
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.
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.
0 out of 2 points
Evaluation for 4.B.3b
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.
0 out of 2 points
In Phonics, Spelling, and Word Study Lessons, Grade 5, HFW 4, “Recognize Spelling Demons and Other Commonly Misspelled Words and Rewrite Them Correctly,” directs the educator to display a paragraph with intentional misspellings and ask students what they notice about the first sentences. Students identify errors such as “sugested,” and the teacher prompts discussion of why the word is misspelled, then models correction by crossing out the error, writing the correct spelling, suggested, and saying each letter aloud. The routine continues as a proofreading activity for additional words such as necessary, actually, and immediately. Although students are prompted to notice patterns such as double consonants in suggested, the instruction relies on student error identification and visual memory strategies rather than explicit modeling of sound–letter correspondences or structured encoding instruction. Furthermore, the materials do not demonstrate that the words are drawn from a research-based, high-frequency word list or explicitly connected to the grade 5 TEKS expectations for decoding and encoding.
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.
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.
0 out of 3 points
Evaluation for 4.B.3c
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.
0 out of 3 points
In Phonics, Spelling, and Word Study Lessons, Grade 5, HFW 3, “Read and Write Approximately 500 High-Frequency Words,” students practice encoding regular and irregular high-frequency words through a “Concentration” game. While this activity provides isolated practice with selected words, the materials do not provide ongoing opportunities for students to repeatedly decode and encode these words across lessons. Furthermore, the program does not include decodable connected texts with embedded high-frequency words or structured prompts for guided or independent practice within authentic reading contexts. As a result, students do not have sufficient cumulative exposure to high-frequency words to develop automaticity.
4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
0 out of 1 points
Evaluation for 4.B.3d
Evaluation for 4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
0 out of 1 points
The materials do not include student practice with only regular and irregular high-frequency words that have been explicitly taught. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5, HFW 4, students complete a crossword puzzle in which they identify misspelled words from clues and write the correct spelling in the puzzle. The lesson targets irregular spelling patterns such as double consonants in immediately, actually, suggested, and necessary. However, the practice also includes high-frequency words with additional spelling patterns that have not been explicitly taught, including the VCV pattern in necessary, the vowel team pattern in approach, and the quadgraph -tion in million. This indicates that student practice extends beyond only previously explicitly taught, high-frequency words and associated patterns.
4.C.3 One-Syllable and Multisyllabic Words
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.
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.
0 out of 1 points
Evaluation for 4.C.3a
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.
0 out of 1 points
Although the Guided Reading Collection Guide, Grade 5 lessons include “Word Work” activities focused on morphemic analysis, multisyllabic words, and occasional syllable-division practice, the evidence does not demonstrate a systematic scope and sequence for developing students’ decoding and encoding skills using grade-level sound–spelling patterns over time. Across the Guided Reading lessons, “Word Work” activities vary by text and emphasize skills such as analyzing prefixes, suffixes, base words, Greek and Latin roots, or examining features of multisyllabic words. While some lessons include opportunities to read or discuss multisyllabic words, the materials do not provide a clearly sequenced progression of sound–spelling patterns or syllable-division principles aligned to grade-level expectations. Additionally, the materials do not identify which lessons address specific sound–spelling patterns or organize instruction in a cumulative, systematic order, making it difficult for educators to implement coherent phonics instruction across the program. Instead, “Word Work” activities are embedded within individual Guided Reading lessons and are driven by the selected text rather than by a structured instructional progression. As a result, the materials do not provide a systematic sequence of explicit decoding and encoding instruction.
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.
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.
0 out of 2 points
Evaluation for 4.C.3b
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.
0 out of 2 points
In Phonics, Spelling, and Word Study Lessons, Grade 5, SP 2, students work exclusively with multisyllabic words. During step 2 of the “Teach” section, the educator asks, “What do you notice about all of these words?” The materials indicate that students may observe that the words contain two syllables. However, the lesson does not explicitly explain the targeted phonogram pattern, model how to decode or encode the words step-by-step, or provide a clear teach-practice-apply sequence that includes guided practice before student application. In the “Apply” section, students participate in a card game matching multisyllabic words that share phonogram patterns, such as extend and descend, without having had opportunities to encode words, practice in isolation with single-syllable structures, or receive structured feedback during application.
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.
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.
0 out of 3 points
Evaluation for 4.C.3c
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.
0 out of 3 points
In Phonics, Spelling, and Word Study Lessons, Grade 5, SP 4 provides opportunities for students to identify vowel phonogram patterns in multisyllabic words such as sidewalk, neighborhood, cocoon, and homestead. The lesson does not provide systematic, cumulative opportunities for students to practice applying decoding and encoding skills across previously taught patterns. The “Consider Your Students” section notes that the lesson is appropriate for students who already have “good control over short and long vowel phonogram patterns in multisyllabic words,” indicating that prerequisite skills are assumed. However, the materials do not provide structured opportunities to revisit or cumulatively apply those previously taught patterns. In the “Apply” section, students complete a “Concentration” game focused on identifying vowel phonogram patterns, emphasizing recognition rather than decoding and encoding practice. Students do not spell, write, or encode words with the targeted patterns, nor do they use decodable connected text to apply skills in context. Furthermore, the lesson does not incorporate one-syllable word practice or cumulative review of earlier phonogram patterns, limiting opportunities for building automaticity.
4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
0 out of 1 points
Evaluation for 4.C.3d
Evaluation for 4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
0 out of 1 points
In Phonics, Spelling, and Word Study Lessons, Grade 5, SP 3, students engage in a “Snap!” game, identifying vowel phonogram patterns in multisyllabic words. However, the lesson assumes prior knowledge of syllable types and phonogram patterns without clearly identifying when or where these skills were explicitly taught. The “Consider Your Students” section notes that the lesson is appropriate for students with “good control over short and long vowel sounds in multisyllabic words” and prior experience recognizing patterns, and suggests educators adjust instruction if students lack this experience. However, the materials do not provide a scope and sequence or instructional documentation showing when prerequisite syllable types or syllable division principles were explicitly introduced. As a result, it is not possible to verify that student practice is limited solely to previously explicitly taught syllable-related skills.
4.D.3 Morphemes (1-5)
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.
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 4.D.3a
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.
0 out of 1 points
The materials in Phonics, Spelling, and Word Lessons, Grade 5 include a Master Lesson Guide that outlines a general continuum of Word Study instruction but does not provide a clear, grade 5-specific sequence for systematic morphological development. While the guide incorporates morphological elements such as prefixes, suffixes, and base words across a developmental continuum, it does not clearly define how morphemes are introduced, revisited, and mastered within grade 5. The progression of morphological skills is embedded within broader Word Study categories rather than a clearly articulated sequence focused on cumulative morphological learning.
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.
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 4.D.3b
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.
0 out of 1 points
The materials rely on student discovery rather than explicit instruction to introduce morphological concepts. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5, lesson WS 16 presents students with word lists, who are guided to notice patterns through prompts such as “What do you notice about all of the new words?” The educator then elicits observations and may summarize patterns that students identify. However, the lesson does not provide explicit modeling of how the suffixes -ance and -ence function, nor does it clearly teach a defined morphological rule prior to student exploration. Instead, the instructional design relies on students generating the rule through observation, with minimal direct instructional input from the educator.
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.
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.
0 out of 2 points
Evaluation for 4.D.3c
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.
0 out of 2 points
The materials provide isolated morphological practice without sufficient cumulative application in connected text. For example, in Phonics, Spelling, and Word Study Lessons, Grade 5 WS 13, students examine base words modified with the suffix -ment, sort words on a whiteboard, and participate in a “Lotto” matching game, connecting base words to derived nouns. While these activities support recognition of the targeted morpheme in isolation, the practice remains focused on word lists and discrete matching tasks. The materials do not include opportunities for students to apply these morphological patterns in connected text.
4.D.3d
Student practice includes only morphemes that have been explicitly taught.
Student practice includes only morphemes that have been explicitly taught.
0 out of 1 points
Evaluation for 4.D.3d
Evaluation for 4.D.3d
Student practice includes only morphemes that have been explicitly taught.
0 out of 1 points
In Phonics, Spelling, and Word Study Lessons, Grade 5 the WS 11 “Consider Your Students” section directs educators to deliver the lesson only after students have had experience recognizing and using various prefixes, and suggests pairing the lesson with Greek and Latin root instruction. The lesson requires students to work with multiple advanced prefixes, including ant-, anti-, contra-, contro-, and counter-, and assumes knowledge of Latin and Greek roots. However, the materials do not specify when or how these morphemes were explicitly taught prior to application. Instead, the lesson relies on a “growing understanding” of word parts, rather than ensuring that student practice is limited to morphemes explicitly taught through structured instruction.
Rubric Section 5
Vocabulary
Materials support the development of vocabulary by teaching specific words and word-learning strategies.
Total
0% (0 out of 10 points)
Evaluation for 5.1a
The Guided Reading Collection Guide, Grade 5 materials identify vocabulary from the text but do not include explicit instruction on specific vocabulary using multiple strategies for teaching word meaning. For example, the lesson card for “The Neighbor” identifies vocabulary such as limped, struggled, grimaced, demanded, and chatter. While the lesson calls attention to these words, it does not provide student-friendly definitions, synonyms or antonyms, examples and non-examples, categorization or classification activities, images, or other research-based strategies to explicitly teach their meanings. Instead, students encounter the words only within the reading selection, with no structured vocabulary instruction before, during, or after reading. Similar to other Guided Reading lessons reviewed, the materials do not establish a consistent routine for explicit vocabulary instruction using multiple strategies.
Phonics, Spelling, and Word Study Lessons, Grade 5, WMV 4 includes opportunities for students to examine words with literal and figurative meanings. However, the materials do not consistently provide explicit instruction using multiple strategies for teaching word meaning. Students analyze sentence pairs for words such as meter, lumber, and refuse to determine how each word’s meaning changes across contexts. Rather than providing student-friendly definitions or explicitly teaching the meanings of the words, the lesson relies on students to infer meaning through discussion and comparison. Although students examine examples of literal and figurative uses, the lesson does not incorporate additional vocabulary strategies to deepen understanding of word meanings, such as synonyms and antonyms, examples and non-examples, categorization, or visual supports.
Evaluation for 5.1b
The Guided Reading Collection Guide, Grade 5 lesson card for “Goodbye For Now” identifies vocabulary that includes high-utility tier 2 words but does not provide explicit instruction to teach their meanings. For example, the lesson’s “Supporting English Learners” sidebar references words such as grotesque, immature, ridiculous, assumed, makeover, and dreaded. However, the materials direct the educator to explain these words only “as needed” and do not provide student-friendly definitions, contextual explanations, or explicit instructional routines for teaching the vocabulary. Although the lesson identifies tier 2 vocabulary that may require support, the materials do not include systematic, direct instruction to ensure students develop an understanding of the selected academic vocabulary.
The Phonics, Spelling, and Word Study Lessons, Grade 5, WMV 6 materials include vocabulary activities but do not provide explicit instruction on high-utility tier 2 or tier 3 academic vocabulary. For example, students work with the words alert, aware, elevate, and raise by examining analogies and discussing relationships among the words. Rather than explicitly introducing and teaching the meanings of the selected vocabulary, the lesson prompts students to identify patterns and generate explanations independently. Although the lesson includes vocabulary that may be useful for students’ language development, it does not provide direct, educator-led instruction, clearly stated vocabulary objectives, or structured support to develop students’ understanding of the selected academic words.
Evaluation for 5.1c
The Phonics, Spelling, and Word Study Lessons, Grade 5, lesson WMV 47 materials include opportunities for students to discuss vocabulary, but they do not provide repeated opportunities for students to practice using specific vocabulary in multiple contexts. For example, students work with a partner to discuss the meanings of words such as succeed, tributary, deceased, contribution, and dental before sorting them according to their Latin origins. While the activity supports students in recognizing relationships among words, the vocabulary is used only within the word sort and is not revisited through additional speaking, writing, or reading activities. The materials do not provide repeated opportunities for students to apply the vocabulary in varied contexts beyond the initial lesson.
The Guided Reading Collection Guide, Grade 5 materials identify vocabulary from the text but do not provide repeated opportunities for students to practice using the words in multiple contexts. For example, the lesson card for “On the Foul Line” introduces students to words such as outstanding, defense, and crucial during the discussion of the text. However, these words are referenced only during the initial lesson and are not revisited through follow-up discussions, writing activities, or additional reading tasks. While the lesson draws attention to the vocabulary as it appears in the text, the materials do not provide repeated opportunities for students to practice and apply the words across multiple instructional contexts.
Evaluation for 5.2a
In the Interactive Read-Aloud lesson “Shooting at the Stars: The Christmas Truce of 1914,” students revisit a paragraph and discuss the word spontaneous. The educator asks, “What does it mean?” and provides the definition occurring as a result of impulse, followed by a discussion of why “spontaneous peace” describes the events in the text. While students engage in vocabulary discussion, instruction relies on educator-provided definitions and comprehension questions rather than teaching students how to use morphemic analysis (e.g., word parts such as roots, prefixes, or suffixes) to determine meaning. The lesson does not include explicit modeling, guided steps, or strategy instruction for analyzing word parts.
Phonics, Spelling, and Word Study Lessons, Grade 5 lesson WMV 49 provides general statements explaining that some English words share common origins with words from other languages and may be related in meaning. While this introduces the concept of word origins, it does not explicitly teach students how to use morphemic analysis to determine the meaning of unfamiliar words. The lesson does not demonstrate or systematically guide students in breaking words into meaningful morphemic units to support word meaning. Instead, instruction remains at the conceptual level rather than providing a clear, explicit strategy for applying morphemic analysis.
Evaluation for 5.2b
In Phonics, Spelling, and Word Study Lessons, Grade 5, WMV 42, the “Apply” section directs students to complete a three-way sort using word lists connected to Greek or Latin origins. Students read words such as exhibit, resentful, hydration, and sentiment, discuss their meanings, and sort them into categories based on perceived connections to Greek or Latin origins. Students then check and revise their work using a dictionary. While students categorize words and discuss meaning, the task emphasizes classification and etymology awareness rather than requiring students to analyze morphemes (such as roots, prefixes, or suffixes) to determine word meaning. The lesson does not provide structured opportunities for students to apply morphemic analysis as a strategy for determining the meaning of unfamiliar words.
The Interactive Read-Aloud lesson “Wall” includes a “Reread and Revisit the Text/Vocabulary” section that instructs the educator to reread pages and ask, “What is the root word of inventive? What does inventive mean? What other word might the author have used instead?” While students briefly identify a root word and discuss meaning, the instruction does not require students to independently apply morphemic analysis to determine word meaning. Additionally, this isolated instance is not supported by repeated opportunities for students to use morphemic analysis across lessons.
Evaluation for 5.2c
In Phonics, Spelling, and Word Study Lessons, Grade 5, the lesson WMV 32 “Teach” section relies on educator-led questioning about word relationships rather than explicit instruction in contextual analysis. The educator is prompted to pose questions such as “How do you think these words might be related?”, “What’s another way these words might be related?”, and “Can you think of other words that might come from circulus (such as circus, circular, encircle)?” While these prompts encourage discussion of word connections and origins, the lesson does not explicitly teach students how to use context clues within sentences or texts to determine word meaning. Instead, instruction focuses on guided discussion rather than modeling or explaining contextual analysis as a strategy.
The Interactive Read-Aloud lesson “Mrs. Katz and Tush” includes a “Reread and Revisit the Text” section in which the educator rereads portions of the text and prompts students to discuss vocabulary such as runt and garment. The educator asks guiding questions such as what a runt is, why a character uses the term, and how students might figure out the meaning of garment. While these questions support comprehension, the instruction does not explicitly teach students a contextual analysis strategy for determining word meaning. The lesson does not include modeled think-alouds, step-by-step explanation of how to use context clues, or explicit instruction that defines or teaches the strategy itself. Instead, students respond to educator prompts without receiving direct instruction in how to independently apply contextual analysis.
Evaluation for 5.2d
The Interactive Read-Aloud lesson “Better Than You” includes a “Reread and Revisit the Text” section in which the educator rereads portions of the text and guides students in discussing vocabulary such as layup and potential. The educator prompts students to use clues from the text by asking, “What clues on the page can help you figure out the meaning of the word?” for layup. For potential, the educator asks, “Do you think the word potential means likely or unlikely? Why do you think that?” While these prompts reference contextual analysis, the lesson remains educator directed, and students do not independently apply context clues to determine word meanings. Furthermore, the materials do not include follow-up tasks or independent activities that require students to use contextual analysis without teacher scaffolding. The materials provide guided discussion but do not provide opportunities for independent student practice using contextual analysis to determine word meaning.
The Interactive Read-Aloud lesson “Hoops” includes a “Reread and Revisit the Text/Vocabulary” section that instructs the educator to reread a page and ask students, “What does rock refer to in this book?” The educator provides guidance indicating that rock is slang for a basketball. While this instruction supports educator-led clarification of word meaning in context, students do not use contextual clues independently to determine the meaning of unfamiliar words. The activity centers on educator explanation rather than student application of contextual-analysis strategies. Across the lesson, students have no independent practice opportunities or tasks requiring them to use context to infer word meaning. Students do not have opportunities to independently practice contextual analysis.
5.1 Teaching Specific Words
5.1a
Materials include explicit (direct) instruction on specific vocabulary using multiple strategies for teaching word meaning (e.g., student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization and classification, images).
Materials include explicit (direct) instruction on specific vocabulary using multiple strategies for teaching word meaning (e.g., student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization and classification, images).
0 out of 2 points
Evaluation for 5.1a
Evaluation for 5.1a
Materials include explicit (direct) instruction on specific vocabulary using multiple strategies for teaching word meaning (e.g., student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization and classification, images).
0 out of 2 points
Phonics, Spelling, and Word Study Lessons, Grade 5, WMV 4 includes opportunities for students to examine words with literal and figurative meanings. However, the materials do not consistently provide explicit instruction using multiple strategies for teaching word meaning. Students analyze sentence pairs for words such as meter, lumber, and refuse to determine how each word’s meaning changes across contexts. Rather than providing student-friendly definitions or explicitly teaching the meanings of the words, the lesson relies on students to infer meaning through discussion and comparison. Although students examine examples of literal and figurative uses, the lesson does not incorporate additional vocabulary strategies to deepen understanding of word meanings, such as synonyms and antonyms, examples and non-examples, categorization, or visual supports.
5.1b
Specific vocabulary selected for explicit (direct) instruction includes high-utility tier 2 and tier 3 academic vocabulary.
Specific vocabulary selected for explicit (direct) instruction includes high-utility tier 2 and tier 3 academic vocabulary.
0 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Specific vocabulary selected for explicit (direct) instruction includes high-utility tier 2 and tier 3 academic vocabulary.
0 out of 2 points
The Phonics, Spelling, and Word Study Lessons, Grade 5, WMV 6 materials include vocabulary activities but do not provide explicit instruction on high-utility tier 2 or tier 3 academic vocabulary. For example, students work with the words alert, aware, elevate, and raise by examining analogies and discussing relationships among the words. Rather than explicitly introducing and teaching the meanings of the selected vocabulary, the lesson prompts students to identify patterns and generate explanations independently. Although the lesson includes vocabulary that may be useful for students’ language development, it does not provide direct, educator-led instruction, clearly stated vocabulary objectives, or structured support to develop students’ understanding of the selected academic words.
5.1c
Materials include repeated opportunities for students to practice using specific vocabulary in multiple contexts.
Materials include repeated opportunities for students to practice using specific vocabulary in multiple contexts.
0 out of 2 points
Evaluation for 5.1c
Evaluation for 5.1c
Materials include repeated opportunities for students to practice using specific vocabulary in multiple contexts.
0 out of 2 points
The Guided Reading Collection Guide, Grade 5 materials identify vocabulary from the text but do not provide repeated opportunities for students to practice using the words in multiple contexts. For example, the lesson card for “On the Foul Line” introduces students to words such as outstanding, defense, and crucial during the discussion of the text. However, these words are referenced only during the initial lesson and are not revisited through follow-up discussions, writing activities, or additional reading tasks. While the lesson draws attention to the vocabulary as it appears in the text, the materials do not provide repeated opportunities for students to practice and apply the words across multiple instructional contexts.
5.2 Teaching Word-Learning Strategies
5.2a
Materials include explicit (direct) instruction on using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction on using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials include explicit (direct) instruction on using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Phonics, Spelling, and Word Study Lessons, Grade 5 lesson WMV 49 provides general statements explaining that some English words share common origins with words from other languages and may be related in meaning. While this introduces the concept of word origins, it does not explicitly teach students how to use morphemic analysis to determine the meaning of unfamiliar words. The lesson does not demonstrate or systematically guide students in breaking words into meaningful morphemic units to support word meaning. Instead, instruction remains at the conceptual level rather than providing a clear, explicit strategy for applying morphemic analysis.
5.2b
Materials include opportunities for students to practice using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include opportunities for students to practice using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials include opportunities for students to practice using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
The Interactive Read-Aloud lesson “Wall” includes a “Reread and Revisit the Text/Vocabulary” section that instructs the educator to reread pages and ask, “What is the root word of inventive? What does inventive mean? What other word might the author have used instead?” While students briefly identify a root word and discuss meaning, the instruction does not require students to independently apply morphemic analysis to determine word meaning. Additionally, this isolated instance is not supported by repeated opportunities for students to use morphemic analysis across lessons.
5.2c
Materials include explicit (direct) instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials include explicit (direct) instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
The Interactive Read-Aloud lesson “Mrs. Katz and Tush” includes a “Reread and Revisit the Text” section in which the educator rereads portions of the text and prompts students to discuss vocabulary such as runt and garment. The educator asks guiding questions such as what a runt is, why a character uses the term, and how students might figure out the meaning of garment. While these questions support comprehension, the instruction does not explicitly teach students a contextual analysis strategy for determining word meaning. The lesson does not include modeled think-alouds, step-by-step explanation of how to use context clues, or explicit instruction that defines or teaches the strategy itself. Instead, students respond to educator prompts without receiving direct instruction in how to independently apply contextual analysis.
5.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include opportunities for students to practice using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
The Interactive Read-Aloud lesson “Hoops” includes a “Reread and Revisit the Text/Vocabulary” section that instructs the educator to reread a page and ask students, “What does rock refer to in this book?” The educator provides guidance indicating that rock is slang for a basketball. While this instruction supports educator-led clarification of word meaning in context, students do not use contextual clues independently to determine the meaning of unfamiliar words. The activity centers on educator explanation rather than student application of contextual-analysis strategies. Across the lesson, students have no independent practice opportunities or tasks requiring them to use context to infer word meaning. Students do not have opportunities to independently practice contextual analysis.
Rubric Section 6
Fluency
Materials support the development of reading fluency (i.e., rate, accuracy, prosody) with grade-level texts as appropriate for the program's stated purpose.
Total
29% (2 out of 7 points)
Evaluation for 6.1a
Although the materials provide opportunities for students to read aloud, they do not consistently direct the educator to model fluent reading before students practice the skill. For example, in the Guided Reading Collection Guide, Grade 5, the lesson card for “Elephant Rescue” directs the educator to facilitate students’ reading by prompting them to apply reading strategies and monitor their own reading while listening to other students read orally. Students read the connected text independently during Guided Reading. While the lesson provides opportunities for independent oral reading, it does not include educator modeling of appropriate rate, accuracy, and prosody before students begin reading.
While the materials include opportunities for students to listen to texts read aloud, they do not consistently include educator modeling of fluent reading before students apply the skill. For example, during an Interactive Read-Aloud lesson, the educator reads a leveled text aloud while students interpret, discuss, and respond to the text. The materials state that students engage in “careful thinking and talking” about the text during the read-aloud but do not provide guidance for modeling fluent reading. Although the lesson includes educator read-alouds, it does not explicitly direct the educator to demonstrate appropriate rate, accuracy, and prosody during reading.
Evaluation for 6.1b
The Guided Reading Collection Guide, Grade 5 includes opportunities for students to read a text during Guided Reading. For example, in the lesson “Where Fear Lives,” students read from the text, while educators may monitor oral reading using a reading recording form. Although this provides some guided practice with connected text during small-group reading, the materials do not include structured fluency practice using word lists, phrases, or sentences, nor do they provide additional connected texts for repeated or varied practice. As a result, the fluency instruction is limited in scope and does not support practice across all required components.
The Reading Minilessons Book, Grade 5 includes a fluency lesson that emphasizes prosody through oral reading. For example, in RML2, students read selected sentences or pages from familiar books while attending to punctuation, font styles, and dialogue to improve expression. While this provides some guided practice with connected text during small-group reading, the materials do not include structured fluency practice using word lists, phrases, or sentences, nor do they provide additional connected texts for repeated or varied practice. As a result, the fluency instruction is limited in scope and does not support practice across all required components.
Evaluation for 6.1c
In the Guided Reading Collection Guide, Grade 5, students read connected leveled texts (levels O–Z) during Guided Reading lessons while educators sample students’ oral reading. The collection guide contains a variety of literary and informational genres including realistic fiction, expository text, historical fiction, narrative nonfiction, biography, legend, mystery, folktale, fantasy, persuasive nonfiction, myths, science fiction, and humorous texts. These materials provide opportunities for students to practice reading fluency with various grade-level texts while supporting the program’s stated purpose of supplementing and strengthening grade-level reading instruction.
The Independent Reading Collection Guide, Grade 5 provides students with opportunities to practice reading fluency through an extensive collection of grade-level texts across a variety of genres that support independent reading and student choice. The collection includes historical fiction (Africa Is My Home: A Child of the Amistad), expository nonfiction (The Biography of Chocolate), fantasy (11 Birthdays), and biographical nonfiction (Ada Lovelace: First Computer Programmer). Accompanying “Conferring Cards” identify each text’s genre, enabling educators to guide students in reading a balanced range of literary and informational texts. These materials provide opportunities for students to practice reading fluency with a variety of grade-level texts, consistent with the program’s stated purpose.
Evaluation for 6.1d
The Guided Reading Collection Guide, Grade 5 offers a variety of texts from complexity levels O–Z. As text levels increase, the materials include more complex chapter books and novels with longer texts, more sophisticated text structures, and literary elements such as symbolism, flashbacks, multiple perspectives, and stories within stories. Linguistic complexity also increases through more advanced academic vocabulary, figurative language, imagery, and nuanced word meanings, while comprehension demands expand to include analysis of complex characters, themes, author’s craft, and increasingly sophisticated text structures. These materials provide students with access to a range of texts at different levels of complexity that support continued growth in reading proficiency.
The Independent Reading Collection Guide, Grade 5 includes a variety of texts at different levels of complexity. The book list identifies the reading level for each title, with texts ranging from level P to level Y. The collection includes texts with familiar settings and lower knowledge demands, such as Cloudy with a Chance of Boys (level P), as well as texts with more complex content and specialized historical knowledge, such as Terezín: Voices from the Holocaust (level Y). By providing leveled texts that vary in complexity and knowledge demands, the materials offer students opportunities to engage with a broad range of increasingly challenging texts.
Evaluation for 6.1e
The Guided Reading Collection Guide, Grade 5 includes opportunities for educators to listen to students read orally during guided reading lessons. For example, the level Q lesson “Handling Bailey” suggests that educators “may want to sample the oral reading of a particular student or students” and includes prompts such as “Read the punctuation,” “Make your reading sound smooth like talking,” and “Listen to yourself. Did it sound smooth?” However, these prompts focus primarily on prosody and do not provide guidance for educators to analyze students’ fluency or deliver individualized feedback. The materials do not include guidance for providing corrective or descriptive feedback on students’ rate, accuracy, and prosody, such as educator look-fors, error analysis, or coaching strategies based on student performance.
The Guided Reading Collection Guide, Grade 5 includes occasional educator prompts for fluent reading. For example, the lesson “Courage Rock” instructs educators to model phrasing and intonation by demonstrating eye movement across a line of text and prompting students to “Read this smoothly with your eyes.” While this guidance encourages fluent reading, it is limited in scope and is not consistently embedded throughout the program. The materials do not provide educators with guidance for delivering individualized feedback on students’ reading fluency, including rate, accuracy, and prosody, based on observed performance.
6.1 Fluency
6.1a
Materials include modeling of fluent reading (including rate, accuracy, and prosody).
Materials include modeling of fluent reading (including rate, accuracy, and prosody).
0 out of 1 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials include modeling of fluent reading (including rate, accuracy, and prosody).
0 out of 1 points
While the materials include opportunities for students to listen to texts read aloud, they do not consistently include educator modeling of fluent reading before students apply the skill. For example, during an Interactive Read-Aloud lesson, the educator reads a leveled text aloud while students interpret, discuss, and respond to the text. The materials state that students engage in “careful thinking and talking” about the text during the read-aloud but do not provide guidance for modeling fluent reading. Although the lesson includes educator read-alouds, it does not explicitly direct the educator to demonstrate appropriate rate, accuracy, and prosody during reading.
6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
0 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
0 out of 3 points
The Reading Minilessons Book, Grade 5 includes a fluency lesson that emphasizes prosody through oral reading. For example, in RML2, students read selected sentences or pages from familiar books while attending to punctuation, font styles, and dialogue to improve expression. While this provides some guided practice with connected text during small-group reading, the materials do not include structured fluency practice using word lists, phrases, or sentences, nor do they provide additional connected texts for repeated or varied practice. As a result, the fluency instruction is limited in scope and does not support practice across all required components.
6.1c
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.
1 out of 1 points
The Independent Reading Collection Guide, Grade 5 provides students with opportunities to practice reading fluency through an extensive collection of grade-level texts across a variety of genres that support independent reading and student choice. The collection includes historical fiction (Africa Is My Home: A Child of the Amistad), expository nonfiction (The Biography of Chocolate), fantasy (11 Birthdays), and biographical nonfiction (Ada Lovelace: First Computer Programmer). Accompanying “Conferring Cards” identify each text’s genre, enabling educators to guide students in reading a balanced range of literary and informational texts. These materials provide opportunities for students to practice reading fluency with a variety of grade-level texts, consistent with the program’s stated purpose.
6.1d
Materials include a variety of texts at different levels of complexity.
Materials include a variety of texts at different levels of complexity.
1 out of 1 points
Evaluation for 6.1d
Evaluation for 6.1d
Materials include a variety of texts at different levels of complexity.
1 out of 1 points
The Independent Reading Collection Guide, Grade 5 includes a variety of texts at different levels of complexity. The book list identifies the reading level for each title, with texts ranging from level P to level Y. The collection includes texts with familiar settings and lower knowledge demands, such as Cloudy with a Chance of Boys (level P), as well as texts with more complex content and specialized historical knowledge, such as Terezín: Voices from the Holocaust (level Y). By providing leveled texts that vary in complexity and knowledge demands, the materials offer students opportunities to engage with a broad range of increasingly challenging texts.
6.1e
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).
0 out of 1 points
Evaluation for 6.1e
Evaluation for 6.1e
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).
0 out of 1 points
The Guided Reading Collection Guide, Grade 5 includes occasional educator prompts for fluent reading. For example, the lesson “Courage Rock” instructs educators to model phrasing and intonation by demonstrating eye movement across a line of text and prompting students to “Read this smoothly with your eyes.” While this guidance encourages fluent reading, it is limited in scope and is not consistently embedded throughout the program. The materials do not provide educators with guidance for delivering individualized feedback on students’ reading fluency, including rate, accuracy, and prosody, based on observed performance.
Rubric Section 7
Handwriting
Materials support the development of handwriting skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable for this program.
Rubric Section 8
Reading Comprehension
Materials support the development of reading comprehension skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Total
62% (8 out of 13 points)
Evaluation for 8.1a
The Independent Reading Collection Guide, Grade 5 includes well-crafted, error-free texts that feature complex vocabulary and varied text structures, and represent a range of literary and informational genres, including fiction, nonfiction, literary, expository, and informational texts. The guide identifies each title and its genre, and “Conferring Cards” provide additional genre information to support students’ engagement with diverse, grade-level texts.
The Book Clubs Collection Guide, Grade 5 provides ongoing opportunities for students to engage with high-quality, complex, grade-level texts across a variety of text types. The guide includes 48 titles organized into 12 text sets, with each set containing four connected texts linked by genre, theme, topic, author, or illustrator. The collection includes picture books and chapter books that present increasingly complex themes, topics, genres, and text structures. Additionally, the “Inquiry Overview Cards” support deeper engagement through essential questions, text connections, and opportunities for further investigation, allowing students to analyze and discuss complex texts aligned with the program’s purpose.
Evaluation for 8.1b
The Independent Reading Collection Guide, Grade 5 materials include a wide range of high-quality texts across multiple levels of complexity to support students’ varied reading abilities and interests. The guide states that the classroom collection includes “engaging texts of varying genres and levels of complexity so that all students will be able to find a book they can and want to read.” The Independent Reading book list identifies the reading level for each title, such as “11 Birthdays, level S,” allowing educators to provide students with appropriately complex texts that support continued reading growth.
The Guided Reading Collection Guide, Grade 5 provides students with access to high-quality texts across reading levels Q–Z, supporting progression toward increasingly complex reading. As students advance through the collection, texts increase in complexity through more sophisticated vocabulary, deeper themes and ideas, varied sentence structures, and increasingly complex text structures. This range of leveled texts provides students with opportunities to engage with appropriately challenging materials that promote continued development of reading skills.
Evaluation for 8.1c
The program includes texts that authentically represent diverse experiences through characters from varied cultural, linguistic, and ability backgrounds. For example, the Independent Reading Collection Guide, Grade 5 text Helen Keller: A New Vision explores the challenges Helen Keller faced as a blind and deaf person living in the late 1800s. The text highlights themes of perseverance, determination, and achieving goals despite obstacles, providing students with opportunities to connect with a diverse perspective and reflect on universal experiences of overcoming challenges.
The Interactive Read-Aloud Lessons, Grade 5 include engaging and relevant texts that reflect a variety of cultural, historical, and lived experiences. For example, Desmond and the Very Mean World, inspired by an experience from Desmond Tutu’s childhood in apartheid-era South Africa, authentically explores issues of race, conflict, and resolution. Through the text, students examine how personal beliefs and social interactions influence choices and identity. By presenting diverse perspectives and meaningful themes, the materials provide opportunities for students to engage with experiences beyond their own while building understanding of different communities and viewpoints.
Evaluation for 8.2a
The Guided Reading Collection Guide, Grade 5 materials provide opportunities to activate students’ background knowledge in lesson introductions. Before reading A Bright Idea, the educator engages students in a discussion about how they would navigate a dark, windowless room and encourages them to imagine experiences related to power outages. The lesson also prompts students to connect to prior learning by discussing inventions from other books in the Incredible Inventions series. These activities activate students’ existing knowledge and experiences, preparing them to better understand the concepts and events presented in the text.
The Interactive Read-Aloud lessons activate students’ background knowledge through educator-guided discussions that connect upcoming texts to students’ prior experiences and learning. Before reading The Way a Door Closes, the “Introduce the Text” section prompts students to reflect on positive and challenging family experiences, and make connections to previous texts about family relationships. These discussion prompts help students build connections between their existing knowledge and the ideas presented in the text, supporting comprehension and engagement with the reading.
Evaluation for 8.2b
The Guided Reading Collection Guide, Grade 5 materials identify vocabulary words within the “Analysis of Book Characteristics” section. However, the materials do not provide support for pre-teaching these unfamiliar words before students read the text. For example, in the lesson plan for “Crash Corner,” the “Vocabulary” section lists tier 2 and tier 3 words such as surging, swerve, specter, motocross, and drop gate, but does not include definitions, examples, non-examples, or instructional guidance for introducing the words. The materials identify vocabulary without providing support for preparing students to understand the words prior to reading.
The Interactive Read-Aloud lesson card for “The Crane Girl” identifies potentially unfamiliar vocabulary words, including adapted, folktale, synonyms, haiku, shuddered, and bolt. However, the lesson does not provide opportunities to pre-teach these words before students encounter them in the text. The “Introduce the Text” section focuses on building background knowledge about Japanese culture and does not include vocabulary instruction or guidance for introducing word meanings. The lesson does not offer vocabulary support until after the Read-Aloud, in the “Reread and Revisit the Text” section.
Evaluation for 8.2c
The Guided Reading Collection Guide, Grade 5 lesson for Margaret’s Machine does not provide explicit instruction on using contextual analysis to determine the meanings of unfamiliar vocabulary. Instead of modeling how students can use surrounding words, phrases, or sentences to infer word meanings, the lesson directs the educator to provide definitions for vocabulary words such as patent and machinist during the text introduction. Additionally, the lesson’s “Teaching Point” and “Word Work” activities focus on fluency skills and morphological analysis rather than teaching students how to apply context clues.
The Interactive Read-Aloud lesson card for Brian’s Winter includes opportunities for students to encounter unfamiliar vocabulary, including words such as acquaintance, eluded, insulated, and retightening. However, the lesson materials do not provide explicit instruction or educator modeling on how to use contextual analysis to determine the meanings of these words. The vocabulary is introduced within the text, but students do not examine surrounding words, phrases, or sentences to infer word meaning.
Evaluation for 8.2d
In Phonics, Spelling, and Word Study Lessons, Grade 5, WMV 39, instruction focuses on using Greek and Latin roots and affixes to determine word meanings through morphological analysis. Although students place words into sentences and discuss meanings, the lesson activities focus on analyzing word parts, sorting isolated words, and using dictionaries rather than examining surrounding words, phrases, or sentences within a text to infer word meaning.
The Interactive Read-Aloud lesson card for “Coraline” includes “Respond to the Text” activities that ask students to write about moments of tension, analyze mood, and create visual comparisons between settings in the story. While these activities support students’ comprehension and response to the text, they do not require students to use contextual clues within the text to determine the meanings of unfamiliar vocabulary. The lesson does not provide opportunities for students to engage in contextual analysis.
Evaluation for 8.3a
The Independent Reading Collection Guide, Grade 5 lesson card for Breadcrumbs includes conferring questions that address literal, inferential, and evaluative comprehension through the “Thinking (Within, Beyond, About) the Text” sections. However, the materials provide these questions as prompts for monitoring student understanding rather than as part of a systematic sequence of explicit instruction. Educator guidance only directs educators to select prompts based on where students are in the text, and does not provide instruction on how to teach or develop the comprehension skills needed to respond.
The Interactive Read-Aloud lesson card for The Poet’s Dog includes discussion questions that address inferential and evaluative comprehension. However, the lesson presents the questions as a list of prompts without a systematic instructional progression or explicit educator guidance. For example, students make inferences about the author’s perspective and then immediately evaluate a character’s believability without instruction on how to apply these distinct comprehension skills.
Evaluation for 8.3b
In the Guided Reading Collection Guide, Grade 5 materials for the realistic fiction text The Red Jacket, students engage in multiple levels of comprehension during the “Discussing and Revisiting the Text” section. Students identify visual clues that reveal why Isabel recognizes the girl is homeless, requiring them to analyze details and make inferences about the character’s perspective. Students also evaluate Isabel’s decisions and determine the author’s intended message, requiring higher-level analysis of the text. These opportunities provide balanced practice with comprehension skills aligned to grade-level skills across diverse texts.
The Independent Reading Collection Guide, Grade 5 provides students with opportunities to practice comprehension skills at multiple levels through a wide range of grade-level texts, including literary texts, poetry, drama, and informational texts. Each selection includes a “Conferring Card” with questions designed to engage students in literal, inferential, and evaluative thinking through the categories “Thinking Within the Text,” “Thinking Beyond the Text,” and “Thinking About the Text.” For example, the “Conferring Card” for 11 Birthdays prompts students to recall explicit details, make connections and inferences, and evaluate aspects of the text. These embedded comprehension opportunities allow students to repeatedly apply multiple comprehension skills across genres, supporting alignment with grade-level expectations.
8.1 High-Quality Texts
8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
3 out of 3 points
Evaluation for 8.1a
Evaluation for 8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
[Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
3 out of 3 points
The Book Clubs Collection Guide, Grade 5 provides ongoing opportunities for students to engage with high-quality, complex, grade-level texts across a variety of text types. The guide includes 48 titles organized into 12 text sets, with each set containing four connected texts linked by genre, theme, topic, author, or illustrator. The collection includes picture books and chapter books that present increasingly complex themes, topics, genres, and text structures. Additionally, the “Inquiry Overview Cards” support deeper engagement through essential questions, text connections, and opportunities for further investigation, allowing students to analyze and discuss complex texts aligned with the program’s purpose.
8.1b
Materials include a variety of high-quality texts at different levels of complexity.
Materials include a variety of high-quality texts at different levels of complexity.
1 out of 1 points
Evaluation for 8.1b
Evaluation for 8.1b
Materials include a variety of high-quality texts at different levels of complexity.
1 out of 1 points
The Guided Reading Collection Guide, Grade 5 provides students with access to high-quality texts across reading levels Q–Z, supporting progression toward increasingly complex reading. As students advance through the collection, texts increase in complexity through more sophisticated vocabulary, deeper themes and ideas, varied sentence structures, and increasingly complex text structures. This range of leveled texts provides students with opportunities to engage with appropriately challenging materials that promote continued development of reading skills.
8.1c
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.
1 out of 1 points
Evaluation for 8.1c
Evaluation for 8.1c
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.
1 out of 1 points
The Interactive Read-Aloud Lessons, Grade 5 include engaging and relevant texts that reflect a variety of cultural, historical, and lived experiences. For example, Desmond and the Very Mean World, inspired by an experience from Desmond Tutu’s childhood in apartheid-era South Africa, authentically explores issues of race, conflict, and resolution. Through the text, students examine how personal beliefs and social interactions influence choices and identity. By presenting diverse perspectives and meaningful themes, the materials provide opportunities for students to engage with experiences beyond their own while building understanding of different communities and viewpoints.
8.2 Background Knowledge and Vocabulary
8.2a
Materials activate or supply background knowledge.
Materials activate or supply background knowledge.
1 out of 1 points
Evaluation for 8.2a
Evaluation for 8.2a
Materials activate or supply background knowledge.
1 out of 1 points
The Interactive Read-Aloud lessons activate students’ background knowledge through educator-guided discussions that connect upcoming texts to students’ prior experiences and learning. Before reading The Way a Door Closes, the “Introduce the Text” section prompts students to reflect on positive and challenging family experiences, and make connections to previous texts about family relationships. These discussion prompts help students build connections between their existing knowledge and the ideas presented in the text, supporting comprehension and engagement with the reading.
8.2b
Materials include pre-teaching of unfamiliar vocabulary in texts.
Materials include pre-teaching of unfamiliar vocabulary in texts.
0 out of 1 points
Evaluation for 8.2b
Evaluation for 8.2b
Materials include pre-teaching of unfamiliar vocabulary in texts.
0 out of 1 points
The Interactive Read-Aloud lesson card for “The Crane Girl” identifies potentially unfamiliar vocabulary words, including adapted, folktale, synonyms, haiku, shuddered, and bolt. However, the lesson does not provide opportunities to pre-teach these words before students encounter them in the text. The “Introduce the Text” section focuses on building background knowledge about Japanese culture and does not include vocabulary instruction or guidance for introducing word meanings. The lesson does not offer vocabulary support until after the Read-Aloud, in the “Reread and Revisit the Text” section.
8.2c
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 8.2c
Evaluation for 8.2c
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
The Interactive Read-Aloud lesson card for Brian’s Winter includes opportunities for students to encounter unfamiliar vocabulary, including words such as acquaintance, eluded, insulated, and retightening. However, the lesson materials do not provide explicit instruction or educator modeling on how to use contextual analysis to determine the meanings of these words. The vocabulary is introduced within the text, but students do not examine surrounding words, phrases, or sentences to infer word meaning.
8.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 8.2d
Evaluation for 8.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
The Interactive Read-Aloud lesson card for “Coraline” includes “Respond to the Text” activities that ask students to write about moments of tension, analyze mood, and create visual comparisons between settings in the story. While these activities support students’ comprehension and response to the text, they do not require students to use contextual clues within the text to determine the meanings of unfamiliar vocabulary. The lesson does not provide opportunities for students to engage in contextual analysis.
8.3 Comprehension Skills
8.3a
Materials include systematic and explicit (direct) instruction on reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include systematic and explicit (direct) instruction on reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 2 points
Evaluation for 8.3a
Evaluation for 8.3a
Materials include systematic and explicit (direct) instruction on reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 2 points
The Interactive Read-Aloud lesson card for The Poet’s Dog includes discussion questions that address inferential and evaluative comprehension. However, the lesson presents the questions as a list of prompts without a systematic instructional progression or explicit educator guidance. For example, students make inferences about the author’s perspective and then immediately evaluate a character’s believability without instruction on how to apply these distinct comprehension skills.
8.3b
Materials include opportunities for students to practice reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) with a variety of grade-level texts in alignment with the grade-level TEKS as appropriate for the program's stated purpose.
Materials include opportunities for students to practice reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) with a variety of grade-level texts in alignment with the grade-level TEKS as appropriate for the program's stated purpose.
2 out of 2 points
Evaluation for 8.3b
Evaluation for 8.3b
Materials include opportunities for students to practice reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) with a variety of grade-level texts in alignment with the grade-level TEKS as appropriate for the program's stated purpose.
2 out of 2 points
The Independent Reading Collection Guide, Grade 5 provides students with opportunities to practice comprehension skills at multiple levels through a wide range of grade-level texts, including literary texts, poetry, drama, and informational texts. Each selection includes a “Conferring Card” with questions designed to engage students in literal, inferential, and evaluative thinking through the categories “Thinking Within the Text,” “Thinking Beyond the Text,” and “Thinking About the Text.” For example, the “Conferring Card” for 11 Birthdays prompts students to recall explicit details, make connections and inferences, and evaluate aspects of the text. These embedded comprehension opportunities allow students to repeatedly apply multiple comprehension skills across genres, supporting alignment with grade-level expectations.
Rubric Section 9
Writing
Materials support the development of writing skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable for this program.