Program Information
- ISBN
- 9780325060798
Fountas & Pinnell Leveled Literacy Intervention (LLI) Orange/Green/Blue Levels A–N, Grade 1
Grade 1
IMRA 2026
Publisher: Heinemann, a division of Greenwood Publishing Group LLC
Copyright: 2017
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 1 | 60.84% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional supplemental program design.
Total
80% (8 out of 10 points)
Evaluation for 1.1a
Section 1 of the Leveled Literacy Intervention (LLI) Green System Guide provides the stated purpose of the program, which is to prevent literacy difficulties and close gaps through targeted intervention.
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states that the intervention serves as a supplement to small-group classroom instruction and specifies lesson lengths. Additionally, the tool notes that educators select and group the lowest-achieving students to receive instruction tailored to their learning levels.
The Caregiver Letter – English – Introductory informs guardians of their child’s participation in the program to receive lessons “in addition to the regular reading instruction.” This letter notes that the instruction spans comprehension, vocabulary, phonics, and writing skills.
Evaluation for 1.1b
Section 1 of the LLI Green System Guide provides characteristics of the program, including how to use it to support an existing core reading and language arts program. For example, the guide explains that LLI is a supplemental intervention, not a replacement for classroom instruction, and is designed to provide additional literacy support through daily, small-group lessons that complement the core reading and language arts program.
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states, “Intervention is supplementary to small group teaching in the classroom,” while explaining how educators are to use the product during these small groups.
Evaluation for 1.1c
Appendix D of the LLI Green System Guide provides a “Master Plan for Word Work in the LLI Green System,” which outlines the scope and sequence of the phonological awareness, letter knowledge, and spelling pattern skills addressed in each lesson. However, the materials do not include a rationale for the scope and sequence, nor a scope and sequence of student expectations.
The lessons in the Green System are numbered 1–130 and provide the title of the text and targeted phonics skill that the lesson will focus on. This numbering suggests a basic order for educators to follow along. Additionally, each lesson lists specific learning goals and the skills educators will cover. However, the materials do not include a rationale for the scope and sequence, nor a scope and sequence of student expectations.
Evaluation for 1.1d
Section 1 of the LLI Green System Guide provides suggested pacing of the program for effective implementation. The guide explains that the system provides daily, thirty-minute lessons for an average of 14–18 weeks.
The Administrator Fidelity Tool states that daily lessons last thirty minutes. This resource includes guidance on time requirements. For example, the resource states that the introductory lessons include five minutes of rereading books, five minutes of phonics work, and eight minutes of reading a new book. Students then spend seven minutes writing about reading and five minutes doing letter work.
Evaluation for 1.1e
The Administrator Fidelity Tool states that “Lessons are 30 minutes in length” and details how long each component of each lesson should last. For example, the “Getting Started Lessons” consist of rereading books for five minutes, phonics/word work for five minutes, reading a new book for eight minutes, writing about reading for seven minutes, and letter/word work for five minutes.
Each lesson ends with the section “Assessing Reading and Writing Behaviors,” which helps educators know what to look for when reading and writing with each student. For example, Green lesson 3, “The New Puppy,” states, “Observe to find evidence that readers can: read with voice-print match across one line of text.”
The materials include various educational games for the students to complete along with directions to help educators with implementation. For example, the “Directions for Concentration” offer instructional support by providing a student objective and walking educators through the game’s goal and directions for playwalks educators through the goal of the game to support instruction along with the student objective and instructions on how to play the game.
Evaluation for 1.1f
English- and Spanish-language caregiver letters provide families with various activities and instructions they can use at home to support student reading and writing skills. For example, the letter for lesson 2 of the Green System outlines three activities for guardians to complete with their student. These activities include listening to the student read a specific take-home book and having the student read a sentence from an instructional fold sheet.
Each lesson has a “Home/School Connection” section that provides suggestions for at-home learning support. For example, the materials for lesson three of the Green System instruct educators to send home a specific informational fold sheet for students to share with their families. The fold sheet is a worksheet in which students complete a sentence stem and draw a picture.
LLI Green System lessons include leveled take-home books that extend reading practice beyond instruction. The materials direct students to reread instructional texts at home to build fluency and reinforce the development of comprehension with family support.
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).
1 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).
1 out of 1 points
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states that the intervention serves as a supplement to small-group classroom instruction and specifies lesson lengths. Additionally, the tool notes that educators select and group the lowest-achieving students to receive instruction tailored to their learning levels.
The Caregiver Letter – English – Introductory informs guardians of their child’s participation in the program to receive lessons “in addition to the regular reading instruction.” This letter notes that the instruction spans comprehension, vocabulary, phonics, and writing skills.
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.
1 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.
1 out of 1 points
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states, “Intervention is supplementary to small group teaching in the classroom,” while explaining how educators are to use the product during these small groups.
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
The lessons in the Green System are numbered 1–130 and provide the title of the text and targeted phonics skill that the lesson will focus on. This numbering suggests a basic order for educators to follow along. Additionally, each lesson lists specific learning goals and the skills educators will cover. However, the materials do not include a rationale for the scope and sequence, nor a scope and sequence of student expectations.
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
The Administrator Fidelity Tool states that daily lessons last thirty minutes. This resource includes guidance on time requirements. For example, the resource states that the introductory lessons include five minutes of rereading books, five minutes of phonics work, and eight minutes of reading a new book. Students then spend seven minutes writing about reading and five minutes doing letter work.
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
Each lesson ends with the section “Assessing Reading and Writing Behaviors,” which helps educators know what to look for when reading and writing with each student. For example, Green lesson 3, “The New Puppy,” states, “Observe to find evidence that readers can: read with voice-print match across one line of text.”
The materials include various educational games for the students to complete along with directions to help educators with implementation. For example, the “Directions for Concentration” offer instructional support by providing a student objective and walking educators through the game’s goal and directions for playwalks educators through the goal of the game to support instruction along with the student objective and instructions on how to play the game.
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.
2 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.
2 out of 2 points
Each lesson has a “Home/School Connection” section that provides suggestions for at-home learning support. For example, the materials for lesson three of the Green System instruct educators to send home a specific informational fold sheet for students to share with their families. The fold sheet is a worksheet in which students complete a sentence stem and draw a picture.
LLI Green System lessons include leveled take-home books that extend reading practice beyond instruction. The materials direct students to reread instructional texts at home to build fluency and reinforce the development of comprehension with family support.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
57% (8 out of 14 points)
Evaluation for 2.1a
Each lesson contains a formative “Assessing Reading and Writing” section. For example, Green, lesson 5, “Sam and Papa,” assesses students’ ability to read two lines of text using voice-print match. However, the materials do not include diagnostic or summative assessments.
Various lessons include a Recording Form to formatively assess students’ oral reading and comprehension. These forms use a combination of accuracy, self-correction, comprehension, and, occasionally, fluency to determine whether the text is at an independent, instructional, or hard level for the student. However, the materials do not include diagnostic or summative assessments.
Evaluation for 2.1b
Section 6 of the LLI Green System Guide provides the intended purpose of the Reading Record assessment. This resource identifies the Reading Record as a formative assessment.
Section 6 of the LLI Green System Guide provides the definition of the Reading Record assessment. This resource defines the formative assessment as a systematic tool that educators use to code, score, and analyze student reading behaviors to determine what level students can read independently.
Evaluation for 2.1c
The Coding and Scoring Errors At-a-Glance reference guide provides educators with guidance for coding substitutions, omissions, insertions, repetitions, self-corrections, and appeals during running record assessment activities. The resource includes examples of oral reading behaviors and corresponding scoring procedures to support consistent and accurate administration of instructional assessments.
The Guide for Observing and Noting Oral Reading Behaviors provides educators with look-fors for early reading behaviors, searching for and using information, solving words, self-monitoring, self-correcting, and maintaining fluency to ensure consistent and accurate administration of instructional assessments.
Evaluation for 2.1d
Each lesson contains an “Assessing Reading and Writing” section, which assesses students formatively. For example, Green, lesson 5, “Sam and Papa,” assesses students’ ability to read two lines of text using voice-print match. However, there are no explicit various levels of complexity.
Various lessons include a Recording Form to formatively assess students’ oral reading and comprehension. These forms use a combination of accuracy, self-correction, comprehension, and occasionally fluency to determine whether that level of text is at an independent, instructional, or hard level for the student. While these Recording Forms scale by reading level, there are no explicit various levels of complexity within the assessments.
Evaluation for 2.2a
The System Guide – Corrections to the Comprehension Conversation provides guidelines for conducting comprehension conversations, along with scoring guidance. These guidelines also include charts to determine students’ proficiency based on their comprehension scores and accuracy, along with finding the students’ independent, instructional, and hard levels. For example, students who score a 5 on their comprehension conversation are considered to be able to read books at that level independently, while students who score a 0 or 1 would find a text at that level hard.
The Guide for Observing and Noting Oral Reading Behaviors provides guidance for documenting oral reading behaviors and comprehension observations during instructional assessment activities, such as the Recording Form, to determine students’ proficiency.
Evaluation for 2.2b
The Guide for Observing and Noting Oral Reading Behaviors provides guidance for documenting oral reading behaviors and comprehension observations during instructional assessment activities. However, the materials do not include explicit guidance for responding to student performance trends identified through assessment observations.
The Communication Sheet: Group provides an organized place to record students’ strengths and strategic actions to work with students toward proficiency. However, there is no explicit guidance on how to use this sheet, nor does it include a systematic approach to respond to student trends.
The Fountas & Pinnell 2024 Recording Form provides guidance on how to assess students using reading records and how to respond to individual student progress. However, the materials do not provide guidance on how to respond to student performance trends as a whole.
Evaluation for 2.2c
The Intervention Record provides educators with tools to monitor student reading accuracy, comprehension, fluency, attendance, and instructional reading levels over time. The materials include tools for educators to track student progress and growth. However, they do not include student-facing tools for students to monitor their progress and growth independently.
The Student Achievement Log: 3-Student Version provides space for educators to track up to three students’ group entry and exit data, including their level, accuracy percentage, comprehension score, number of self-corrections, fluency, and additional notes. However, there are no tools included for students to track their own progress.
The Reading Graph provides educators with a tool to monitor student instructional, independent, and hard reading levels across multiple weeks of instruction. The materials include educator tools for tracking student progress and growth. However, the materials do not include student-facing resources for students to monitor or document their own growth over time.
Evaluation for 2.2d
Section 1 of the LLI Green System Guide includes a subsection titled “Selecting Children for the Intervention,” which states that if a student is reading below grade level at any point in the year, they are eligible for LLI. The materials include an “Instructional Level Expectations Chart,” which illustrates the reading level for students who are exceeding, meeting, approaching, and not meeting expectations at various points in the school year. For example, a student in grade 1 who reads at a level E during the “1st Interval of Year (Nov.–Dec.)” is considered to be approaching expectations and needs short-term intervention.
In section 1 of the LLI Green System Guide, “Exiting the System” indicates that once students are reading on grade level, they can be exited from the system. The materials include an “Instructional Level Expectations Chart,” which illustrates the reading level for students who are exceeding, meeting, approaching, and not meeting expectations at various times throughout the school year.
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 3 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 3 points
Various lessons include a Recording Form to formatively assess students’ oral reading and comprehension. These forms use a combination of accuracy, self-correction, comprehension, and, occasionally, fluency to determine whether the text is at an independent, instructional, or hard level for the student. However, the materials do not include diagnostic or summative assessments.
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.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.
1 out of 1 points
Section 6 of the LLI Green System Guide provides the definition of the Reading Record assessment. This resource defines the formative assessment as a systematic tool that educators use to code, score, and analyze student reading behaviors to determine what level students can read independently.
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 Guide for Observing and Noting Oral Reading Behaviors provides educators with look-fors for early reading behaviors, searching for and using information, solving words, self-monitoring, self-correcting, and maintaining fluency to ensure consistent and accurate administration of instructional assessments.
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
Various lessons include a Recording Form to formatively assess students’ oral reading and comprehension. These forms use a combination of accuracy, self-correction, comprehension, and occasionally fluency to determine whether that level of text is at an independent, instructional, or hard level for the student. While these Recording Forms scale by reading level, there are no explicit various levels of complexity within the assessments.
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.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The Guide for Observing and Noting Oral Reading Behaviors provides guidance for documenting oral reading behaviors and comprehension observations during instructional assessment activities, such as the Recording Form, to determine students’ proficiency.
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 Communication Sheet: Group provides an organized place to record students’ strengths and strategic actions to work with students toward proficiency. However, there is no explicit guidance on how to use this sheet, nor does it include a systematic approach to respond to student trends.
The Fountas & Pinnell 2024 Recording Form provides guidance on how to assess students using reading records and how to respond to individual student progress. However, the materials do not provide guidance on how to respond to student performance trends as a whole.
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.
1 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.
1 out of 2 points
The Student Achievement Log: 3-Student Version provides space for educators to track up to three students’ group entry and exit data, including their level, accuracy percentage, comprehension score, number of self-corrections, fluency, and additional notes. However, there are no tools included for students to track their own progress.
The Reading Graph provides educators with a tool to monitor student instructional, independent, and hard reading levels across multiple weeks of instruction. The materials include educator tools for tracking student progress and growth. However, the materials do not include student-facing resources for students to monitor or document their own growth over time.
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.
2 out of 2 points
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.
2 out of 2 points
In section 1 of the LLI Green System Guide, “Exiting the System” indicates that once students are reading on grade level, they can be exited from the system. The materials include an “Instructional Level Expectations Chart,” which illustrates the reading level for students who are exceeding, meeting, approaching, and not meeting expectations at various times throughout the school year.
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
33% (3 out of 9 points)
Evaluation for 3.1a
The “Assessing Reading and Writing Behaviors” section in Green, lesson 52, “The Puppets,” includes guidance for observing students’ ability to read with voice-print match, use meaning to self-monitor, and recognize high-frequency words. However, the materials do not identify students who have not yet reached proficiency in grade-level skills or provide differentiated instruction and activities for those students.
The “Reading the Text” section in Green, lesson 31, “A Day at the Park,” directs educators to sample oral reading and use the Prompting Guide to respond to observed student needs during instruction. However, the materials do not identify students who have not yet reached proficiency in grade-level skills or provide differentiated instruction and activities for those students.
Evaluation for 3.1b
This guidance is not applicable to the program because the program has a stated purpose of targeted remediation or acceleration, not additional instruction and/or practice.
Evaluation for 3.1c
The “Discussing and Revisiting the Text” section in Green, lesson 66, “The Pool,” includes educator guidance for facilitating discussion about observations, author purpose, and key understandings from the text. However, the materials do not include guidance for educators on providing specially designed instruction (SDI) to students receiving supports and services through special education.
The “Reading the Text” section in Green, lesson 97, “The Missing Cat,” directs educators to sample oral reading and use the Prompting Guide to respond to observed student needs during instruction. However, the materials do not provide specific teaching points that tie back to the specific lesson, nor do they provide further guidance for specially designed instruction (SDI) for students receiving supports and services through special education.
Evaluation for 3.2a
The “Discussing and Revisiting the Text” section in Green, lesson 11, “Flying,” provides explicit prompts and guidance to support educators in facilitating discussion about observations, author purpose, and key understandings from the text. The materials instruct educators to ask students about different plot points using text evidence. The educator then guides students in discussing the author’s message and the key understandings of the text. However, the materials do not include guidance to support the educator in modeling and explaining the skill or skills to be learned.
The “Phonics/ Word Work” section in Green, lesson 46, “A Rainy Day,” provides explicit prompts and guidance to support educators in modeling and explaining phonograms with a vowel-consonant-silent e (VCe) pattern. The materials instruct educators to place the words like, bike, pike, and Mike into a column, saying and using each word in a sentence as they do so. The educator then asks the students what they notice about the words, guiding the students to notice that the words rhyme due to having the same ending pattern, -ike, and that the words have the same long i vowel sound. The educator then creates two more columns using words such as side and ride, and five and dive to have students identify the pattern. However, the materials do not include guidance to support the educator in modeling and explaining the skill or skills to be learned.
Evaluation for 3.2b
The “Discussing and Revisiting the Text” section in Green, lesson 21, “Orson’s Tummy Ache,” includes educator guidance and recommendations for effective lesson delivery and facilitation through questioning and discussion. For example, educators invite students to discuss what they learned about the main character, Orson, consider the importance of making observations, and engage in discussion of the text’s key understandings and messages.
The “Phonics/ Word Work” section in Green, lesson 116, “Elephant Moms,” provides examples of various instructional approaches by teaching initial consonant clusters (scr-, str-) using chart paper. The materials instruct educators to place the words scrap, scram, screw, and scrub into a column, saying and using each word in a sentence as they do so. The educator then asks the students what they notice about the words, guiding the students to notice that the words begin with the same consonant cluster, scr-. The educator then repeats the process with words string, strap, strong, and stray.
Evaluation for 3.2c
The “Discussing and Revisiting the Text” section in Green, lesson 124, “Pickle’s Nose,” guides instructional facilitation through educator-led discussion and questioning. For example, educators invite students to share what they learned from the text, evaluate the author’s information, and discuss key understandings and messages with peers and the educator.
The Administrator Fidelity Tool (Grades K–2) states that intervention groups are organized for small-group instruction and that lessons occur daily with defined instructional routines and time allocations for lesson components. The materials provide a breakdown of instructional approaches, including discussion, phonics and word study, reading, and writing, with explicit educator actions and use of prompting guides to support instruction. These structures provide guidance for effective lesson delivery and facilitation.
Evaluation for 3.3a
Each lesson includes a “Supporting English Language Learners” section that provides generic support for emergent bilingual students. For example, in Green, lesson 90, “Grandma’s Glasses,” the materials suggest having students listen for the articulation of word endings and encouraging them to repeat sentences several times before they begin writing. However, these supports are not aligned to the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
In Green, lesson 13, “The Painter,” the “Supporting English Language Learners” section suggests having students pay close attention to the pictures and ensuring they understand that Froggy enjoys painting and is a funny character. However, these supports are not aligned to the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
Evaluation for 3.3b
In Green, lesson 119, “The Spaceship,” “Supporting English Language Learners” suggests having students explain their new vocabulary and how the author uses uppercase letters to show emphasis. However, the materials do not include any implementation guidance to support educators in using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
“Supporting English Language Learners” in Green, lesson 129, “Hold Your Nose,” recommends ensuring students understand new vocabulary and encouraging the students to talk about what happens to their garbage at home. However, the materials do not include any implementation guidance to support educators in using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
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
The “Reading the Text” section in Green, lesson 31, “A Day at the Park,” directs educators to sample oral reading and use the Prompting Guide to respond to observed student needs during instruction. However, the materials do not identify students who have not yet reached proficiency in grade-level skills or provide differentiated instruction and activities for those students.
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.
Not applicable.
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.
Not applicable.
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 “Reading the Text” section in Green, lesson 97, “The Missing Cat,” directs educators to sample oral reading and use the Prompting Guide to respond to observed student needs during instruction. However, the materials do not provide specific teaching points that tie back to the specific lesson, nor do they provide further guidance for specially designed instruction (SDI) for students receiving supports and services through special education.
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.
1 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.
1 out of 2 points
The “Phonics/ Word Work” section in Green, lesson 46, “A Rainy Day,” provides explicit prompts and guidance to support educators in modeling and explaining phonograms with a vowel-consonant-silent e (VCe) pattern. The materials instruct educators to place the words like, bike, pike, and Mike into a column, saying and using each word in a sentence as they do so. The educator then asks the students what they notice about the words, guiding the students to notice that the words rhyme due to having the same ending pattern, -ike, and that the words have the same long i vowel sound. The educator then creates two more columns using words such as side and ride, and five and dive to have students identify the pattern. However, the materials do not include guidance to support the educator in modeling and explaining the skill or skills to be learned.
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 “Phonics/ Word Work” section in Green, lesson 116, “Elephant Moms,” provides examples of various instructional approaches by teaching initial consonant clusters (scr-, str-) using chart paper. The materials instruct educators to place the words scrap, scram, screw, and scrub into a column, saying and using each word in a sentence as they do so. The educator then asks the students what they notice about the words, guiding the students to notice that the words begin with the same consonant cluster, scr-. The educator then repeats the process with words string, strap, strong, and stray.
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 Administrator Fidelity Tool (Grades K–2) states that intervention groups are organized for small-group instruction and that lessons occur daily with defined instructional routines and time allocations for lesson components. The materials provide a breakdown of instructional approaches, including discussion, phonics and word study, reading, and writing, with explicit educator actions and use of prompting guides to support instruction. These structures provide guidance for effective lesson delivery and facilitation.
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
In Green, lesson 13, “The Painter,” the “Supporting English Language Learners” section suggests having students pay close attention to the pictures and ensuring they understand that Froggy enjoys painting and is a funny character. However, these supports are not aligned to the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
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
“Supporting English Language Learners” in Green, lesson 129, “Hold Your Nose,” recommends ensuring students understand new vocabulary and encouraging the students to talk about what happens to their garbage at home. However, the materials do not include any implementation guidance to support educators in using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
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
35% (11 out of 31 points)
Evaluation for 4.1a
In Green, lesson 104, “The Cherries,” students are prompted to solve unfamiliar words in the section “Reading the Text” by being asked, “Do you know a word that would make sense and start like ___?” This prompt encourages students to use meaning cues in combination with initial letter cues to identify unknown words, rather than emphasizing decoding the word using phonics-based strategies.
In Green, lesson 109, “Bad-Luck Day,” the lesson directs students to solve unfamiliar words during the “Reading the Text” section by asking, “What would make sense, sound right, and look like that?” This prompt encourages students to use meaning, syntax, and visual cues to identify unknown words, rather than directing students to decode the word using phonics-based strategies.
Evaluation for 4.2a
The materials progress from lesson 1 in the Green System to lesson 130 using a systematic sequence of phonological awareness skills, beginning with identifying rhyming words in lessons 1–5 and 8, and syllables in lessons 6, 7, and 9. Then the materials progress into identifying consonant sounds, adding and deleting phonemes, before ending with phonograms with compound words and phonograms with vowel combinations.
Appendix D of the LLI Green System Guide provides a “Master Plan for Word Work in the LLI Green System,” which lays out the phonological awareness skills addressed in each lesson. For example, in lessons 1–5, students are identifying rhyming words, a basic skill, and in lessons 86–90, students work on the more complex skill of blending four or more phonemes.
Evaluation for 4.2b
The materials progress from lesson 1 in the Green System to lesson 130 using a systematic sequence of phonemic awareness skills. The students begin with adding and deleting phonemes in lessons 19 and 20, then blend four or more phonemes in sequence in lessons 86–90, and finally change middle phonemes in lessons 101 and 102.
Appendix D of the LLI Green System Guide provides a “Master Plan for Word Work in the LLI Green System,” which lays out the phonemic awareness skills addressed in each lesson. For example, in lesson 32 under the “Phonics/Word Work” section, the students are identifying the ending phonemes of words and matching each to a picture in isolation. In lesson 55, under the “Phonics/Word Work”
section, students are deleting ending phonemes to make a new word, which is a more complex skill.
Evaluation for 4.2c
The “Phonics/Word Work” section of Green, lesson 20, “My Bath,” provides explicit instruction for deleting phonemes. The educator tells the students to listen closely as they say the word band, followed by the word and, then asks what they notice about the second word, guiding them to recognize that the educator removed the initial /b/ sound. The educator repeats this process with the words ham/am, cup/up, and fat/at. Next, the educator says the words tin, sand, his, bit, rat, fin, hit, pat, and hand so the students can say a new word by removing the beginning sound. The students must also identify which sound they removed from the beginning.
The “Phonics/Word Work” section of Green, lesson 32, “Jump,” provides explicit instruction for identifying ending phonemes. The educator says a series of word pairs with the same ending phoneme, such as sit and cat, bed and mud, and rug and tag, then prompts the students to point out what they notice about each pair of words, guiding the students to notice that the ending sound is the same. The students are then given pictures, and they must match the words with the same ending sound and identify that ending sound by saying it. The students then produce new words that end in the same sound as each word pair.
Evaluation for 4.2d
The materials include daily word work practice. For example, the “Phonics/Word Work” section of Green, lesson 86, “Just Wait and See,” provides student practice for four or more phonemes in a sequence by giving the students Sound Boxes and having them say the words plot, clam, stub, and sled slowly and record the letters that represent each sound in the boxes. Then students will say the words again slowly while running their fingers under each letter. However, the materials do not include cumulative student practices of phonological and phonemic awareness skills.
The materials include daily word work practice. For example, the “Phonics/Word Work” section of Green, lesson 65, “Bunny and the Monster,” provides student practice of phonemic awareness skills such as initial and final consonant digraphs (th, sh). The educator is instructed to read the consonant digraph chart created in previous lessons, then provide the students with the magnetic letters a, b, d, e, f, h, i, m, n, o, p, s, and t so the students can create the word the. The educator then instructs the students to change the word the to then, then to them. The students then read the words. The students repeat this process with the words ship, shop, shot, fish, dish, and dash.
Evaluation for 4.2e
The “Phonics/Word Work” section of Green, lesson 19, “Family Pictures,” provides practice for phonemic awareness skills that have been explicitly taught, such as adding phonemes. The educator tells the students to listen closely as they say the word at, followed by the word sat, before asking the students what they noticed about the second word, guiding them to recognize the added beginning /s/ sound. The educator repeats this process with in/pin, am/ham, and it/sit. Next, the educator says the words in, at, am, and up for the students so they can produce a new word by adding a beginning sound. As the students create new words, they must also identify what sound they added to the beginning of the word. The student practice activity includes only skills that have been explicitly taught.
The “Phonics/Word Work” section of Green, lesson 11, “Flying,” provides practice for phonological awareness skills that have been explicitly taught, such as beginning consonants (s, t, h). The educator tells the students to read the Alphabet Linking Chart, say what each image depicts, the beginning sound, and the letter that the pictured item begins with, such as bear, /b/, b. Then the educator places the letters s, t, and h across the top of a pocket chart, holds up a picture of a sail. The students identify what is depicted, say the beginning sound and the letter the pictured item begins with (sail, /s/, s). The students then repeat the task for slide, snowman, tacks, tail, top, hand, horse, and house, before placing the pictures under their respective beginning sound in the chart.
Evaluation for 4.A.3a
The materials progress from lesson 1 in the Green System to lesson 130, using a systematic sequence to introduce sound-spelling patterns. The materials begin with phonograms with a VC pattern in lessons 21–25 before moving to phonograms with a VCe pattern in lessons 45–48, then VC patterns in lessons 79–81, and finally ending with VVC patterns in lessons 126–130.
Appendix D of the LLI Green System Guide provides a “Master Plan for Word Work in the LLI Green System,” which includes a systematic sequence for introducing sound-spelling patterns. For example, lessons 11–16 focus on beginning consonants. In lessons 58–62, the focus skill is consonant clusters with only two consonants. In lessons 66–69, it still focuses on consonant clusters, but with three consonants.
Evaluation for 4.A.3b
The “Phonics/Word Work” section of Green, lesson 21, “Orson’s Tummy Ache,” provides explicit instruction for decoding and encoding phonograms with a VC pattern -an. For example, the educator writes the words can, man, fan, ran, and plan on chart paper and underlines the -an pattern in each word. The students then read and write the words in their My Writing Book before receiving the magnetic letters a, c, f, l, m, n, p, and r to create two or more words using the -an pattern.
The “Phonics/Word Work” section of Green, lesson 42, “Snap!” provides explicit instruction for decoding and encoding phonograms with a VC pattern -ag. For example, the educator writes the words bag, tag, rag, sag, and flag on chart paper and underlines the -ag pattern in each word. The students read the words and are given the magnetic letters a, b, g, r, s, t, and w. Using the magnetic letters, they create and read two or more words using the -ag pattern.
Evaluation for 4.A.3c
The “Phonics/Word Work” section of Green, lesson 114, “More Pie!” provides student practice in decoding words with the plural ending -es. For example, the educator writes the words hat/hats and book/books and underlines the s at the end to help students understand that the s makes the words plural and that plural means “more than one.” The educator repeats the process with word pairs the words dish/dishes, inch/inches, fox/foxes, gas/gases, and buzz/buzzes, this time pointing out the -es to make any words ending in ch, sh, s, x, and z plural and helping the students hear the /s/ sound at the end of each plural. Students are then given the word pairs hat/, hats, pot/, pots, dish/, dishes, inch/, inches, fox/, foxes, gas/, gases, and buzz/, and buzzes so they can read each word, underline the s or -es in the plural words, and then match the plural words with their singular partners. Then the students read each word pair and use the plural words in a sentence. However, the materials do not include cumulative student practice in decoding and encoding words using sound-spelling patterns.
Students practice decoding and encoding words with long vowel sounds (ea, ee) in the “Phonics/Word Work” section of Green, lesson 109, “Bad Luck Day.” For example, the educator introduces the vowel combinations ea and ee using words such as treat, bead, seat, read, meat, meet, beet, feel, greet, and sleet to help students notice the ea or ee in the middle of each word and hear that the vowel sound is long. Students then underline the ea or ee in each word before creating lists of ea and ee words in their My Writing Book. However, the materials do not include cumulative student practice in decoding and encoding words using sound-spelling patterns.
Evaluation for 4.A.3d
The “Phonics/Word Work” section of Green, lesson 108, “All About Chimps,” provides student practice for sound-spelling patterns that have been explicitly taught. For example, the educator explicitly introduces the double-vowel patterns -oon and -oot using the words moon, noon, soon, loon, spoon, root, boot, toot, hoot, and shoot before asking the students what they notice about the words, guiding students to see the -oon or -oot pattern in each word and hear the sound it stands for. Students then underline the -oon or -oot pattern in each word before reading and sorting the words according to the sound-spelling patterns.
The “Phonics/Word Work” section of Green, lesson 110, “A Trip to the Laundromutt,” “provides student practice for sound-spelling patterns that have been explicitly taught in its Phonics/Word Work section.” For example, the educator explicitly introduces the long vowel patterns ie and oa using the words pie, tied, die, lie, cried, boat, goat, toast, roast, and float before asking the students what they notice about the words, guiding students to see that words with ie have the long i vowel sound and words with oa have the long o vowel sound. Students then write a list of ie and oa words in their My Writing Book and take turns reading their lists to the group.
Evaluation for 4.B.3a
Appendix E of the LLI Green System Guide provides a list of regular and irregular high-frequency words by lesson, progressing from simple words such as a and got in lesson 3 to more complex words such as along and while in lesson 125. However, the materials do not include a systematic sequence for introducing these high-frequency words, nor are the words from a research-based list in alignment with grade-level TEKS.
One of the goals of the “Phonics/Word Work” section of Green, lesson 3, “The New Puppy,” is to recognize the high-frequency words a and got by looking closely at them. However, the materials do not include a systematic sequence for introducing these high-frequency words, nor are the words from a research-based list in alignment with grade-level TEKS.
Evaluation for 4.B.3b
In the “Letter/Word Work” section of Green, lesson 43, the educator writes the word was using magnetic letters and reads it to the students, prompting them to locate the word in the book Up in the Tree. The students then make the word was several times on their own, reading it each time by running their finger under the word as they say it. The educator and students then repeat this process with the words get, went, and will. However, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
The educator writes the word she using magnetic letters and reads it to the students, prompting them to locate the word in the book The Three Bears for the “Letter/Word Work” section of Green, lesson 51 The students then make the word she several times on their own, reading it each time by running their finger under the word as they say it. The educator and students then repeat this process with the words saw, all, and then. However, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
Evaluation for 4.B.3c
In the “Letter/Word Work” section of Green, lesson 6, the educator writes the word his and reads it to the students, prompting them to locate the word in the book Too Much Stuff. The students then make the word his several times on their own, reading it each time by running their finger under the word as they say it. The educator and students then repeat this process with the words he, it, in, and no. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in isolation or a decodable text.
In the “Letter/Word Work” section of Green, lesson 17, the educator writes the word at and reads it to the students, prompting them to locate the word in the book Oh No! The students then make the word at several times on their own, reading it each time by running their finger under the word as they say it. The educator and students then repeat this process with the word look. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in isolation or a decodable text.
Evaluation for 4.B.3d
Student practice does not include only regular and irregular high-frequency words that have been explicitly taught. For example, in Green, lesson 39, in which they read the book Clouds, students will encounter the high-frequency word that,which is not taught until lesson 59.
In the “Letter/Word Work” section of Green, lesson 35, “Meli on the Stairs,” students practice the regular high-frequency word down. The educator makes the word down on a whiteboard using magnetic letters, then reads the word to the students and uses it in a sentence. The students then locate down in the book Meli on the Stairs. Using magnetic letters, the students make the word several times, each time reading it aloud while running a finger under the word. The educator then prompts the students what they notice about the word that will make it easier for them to remember. The students then add the word down to their word bags. However, Student practice does not include only regular and irregular high-frequency words that have been explicitly taught. For example, in lesson 35 students will come across includes the high-frequency word she, which is not taught until lesson 51.
Evaluation for 4.C.3a
Appendix D of the LLI Green System Guide provides an overview for introducing syllable types and syllable division principles within the materials. Lessons progress from VC patterns -an, -it, -am, -in, and -at in lessons 21–25 to VCe patterns in lessons 45–48. However, the materials do not include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS.
In Appendix D of the LLI Green System Guide, lessons progress from VC patterns -ay and -ow in lessons 79–81 to vowel combinations ay, ai, ea, ee, ie, oa, ue, ui, oi, oy, ou, and ow in lessons 108–113. Again, the materials do not include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS.
Evaluation for 4.C.3b
The materials do not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS. In the “Phonics/Word Work” section of Green, lesson 38, “The Picnic,” students decode and encode one-syllable words with the VC pattern -ad. The educator creates a five-column chart with the word dad along the top of the first column, which the students read aloud alongside the educator. The educator adds the words had, bad, mad, and glad to the column while reading them aloud, prompting students to identify what they notice about the words, guiding them to see and hear the -ad part of each word. The students then orally produce more -ad words, which are added to the chart. The students write two or three -ad words in their My Writing Book, underlining the -ad part, then read the words aloud to a partner. Although students engage in decoding and encoding closed syllables, the lesson does not provide explicit instruction in using syllable patterns to decode or encode unfamiliar one-syllable or multisyllabic words.
In the “Interactive Writing” section of Green, lesson 46, “A Rainy Day,” students decode multisyllabic words. The educator writes a story that includes the multisyllabic words mother, berries, and honey. After clapping out the syllables of the words, the students then reread the story with these words. While students identify and clap syllables, the practice focuses on syllable awareness rather than on applying syllable types or principles of syllable division to decode and encode words. The lesson does not include explicit instruction in decoding or encoding one-syllable or multisyllabic words.
Evaluation for 4.C.3c
In the “Optional Letter/Word Work” section of Green, lesson 44, “Apple Pie,” the students practice decoding and encoding one-syllable words. The educator writes pin on the whiteboard for the students to read, making note of the short vowel sound. Next, the educator adds an e to the end of pin to create pine, then reads it to the students, prompting them to identify how the middle vowel sound changed. The students then write pin and pine in their My Writing Book. The students then write can and not under pin before changing the vowel sound to those words by adding a silent e to the end of each word. The students read their new words to a partner and use each word in a sentence. The materials do not, however, include cumulative student practice in decoding and encoding one-syllable and multisyllabic words.
In the “Letter/Word Work” section of Green, lesson 83, students decode and encode the multisyllabic word after. The educator writes the word after on a whiteboard, reads it, and uses it in a sentence. The students then locate the word in their book, The Gingerbread Man. Students then create the word several times using magnetic letters, reading it each time by running their finger under it. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words.
Evaluation for 4.C.3d
In the “Phonics/Word Work” section of Green, lesson 46, “A Rainy Day,” students practice VCe syllable types. The educator explains the principle of the lesson: that some words have a vowel, a consonant, and a silent e at the end, and the vowel sound is usually the name of the vowel. The educator places the words like, bike, pike, and Mike in a column, reading each word and using them in a sentence. Then the educator asks the students what they notice about each word, guiding them to see that they all have the same pattern, -ike, and share the long i vowel sound. The educator repeats the process with the words side, ride, tide, and wide to represent the pattern -ide, and the words five, dive, and hive to represent the pattern -ive. After underlining the pattern in each word, the students organize the words into columns and take turns reading the lists out loud together. However, student practice does not include any syllable division.
In the “Phonics/Word Work” section of Green, lesson 119, “The Spaceship,” students practice r-controlled vowel syllable types. The educator explains the lesson principle: When r follows a vowel or a vowel pair, one must blend the vowel sound with r. The educator creates a five-column chart and writes the words her, jerk, germ, fern, and herd, reading each word as they write it and using it in a sentence. Then the educator asks the students what these words have in common, guiding them to see and hear that each word contains er and the vowel is blended with r. Then the educator underlines the er in each word. In the second column, the educator repeats the process with the words are, car, park, farm, and start. Finally, the students make the words her, herd, fern, are, car, and farm with magnetic letters and then read each word using their pointer finger. Student practice does not include any syllable division, however.
Evaluation for 4.D.3a
Appendix D of the LLI Green System Guide provides an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from inflectional endings -ed and -ing in lessons 91–96 to plurals ending in -es in lesson 114.
Appendix D of the LLI Green System Guide provides an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from plurals ending in -es in lesson 114 to inflectional endings -es and -ed on words ending with y in lesson 125.
Evaluation for 4.D.3b
The “Phonics/Word Work” section of Green, lesson 91, “Fun for Hugs,” includes explicit instruction on morphological skills. The educator explains the principle of the lesson, which is to add -ed to the end of some verbs to show that something has already happened and that it can sound like /d/, /ed/, or /t/. The educator creates a three-column chart and writes the word play in the first column, reading and using the word in a sentence as they do it. Then the educator adds -ed to the end of the word, reads it, and uses it in a sentence. The educator repeats this process for the words yelled, called, and stayed. Next, the educator asks the students what they notice about the last part of these words, guiding them to hear that the -ed sounds like the letter d and to recognize that adding -ed to the end of the word shows that something happened in the past. The educator repeats this process in the second column with the words looked, walked, jumped, and asked to help them hear that the -ed at the end of these words sounds like the letter t. In the third column, the educators repeat this process with the words wanted, landed, ended, and listed, helping the students to hear that the -ed sounds like the name Ed, ending with a hard d. Finally, the students choose one word from each list and write a sentence using the words in their My Writing Book, then they take turns reading their sentences to the group.
The “Phonics/Word Work” section of Green, lesson 92, “Home Sweet Home,” includes explicit instruction on morphological skills. The educator explains the principle of the lesson, which is adding -ing to the end of some verbs to show that something is currently happening. The educator creates a six-column chart and writes the words play, look, yell, ask, and say in the first column, reading and using each word in a sentence as they do so. In the second column, the educator writes playing, looking, yelling, asking, and saying, reading and using each word in a sentence as they do it. Then the educator asks what the students notice about these words, guiding them to see that the educator added -ing to the end of the words in the second column, explaining that -ing means something is happening right now. The students then write two sentences in their My Writing Book using one pair of words from the chart, taking turns reading them to the group.
Evaluation for 4.D.3c
The “Phonics/Word Work” section of Green, lesson 95, “Stone Soup,” includes student practice of morphological skills. The educator gives the students the words looking, seeing, going, coming, taking, biking, stopping, tapping, and batting, reads them aloud, and then has the students use them in a sentence. Next, the students underline the -ing in each word, then sort the words by the same spelling rule for adding -ing. However, the materials do not include cumulative student practice of morphological skills.
The “Phonics/Word Work” section of Green, lesson 96, “Best New Friends,” includes student practice of morphological skills. The educator writes the words stop, pat, hop, bat, and kid in one column on a whiteboard, reading and using them in a sentence as they do, then writes the words stopped, patted, hopped, batted, and kidded in the second column. The educator asks the students what they notice, guiding them to see that for one-syllable words that end with a single vowel and a single consonant, the final consonant is doubled before adding -ed, and that these are past-tense verbs about things that have already happened. The students then create the word mop using magnetic letters before changing it to mopped. They repeat this process, changing lap into lapped. Despite this example of morphological skill practice, the materials do not include cumulative student practice of morphological skills.
Evaluation for 4.D.3d
The “Phonics/Word Work” section of Green, lesson 114, “More Pie!” includes student practice for morphemes that have been explicitly taught. The educator writes the words hat/hats and book/books on chart paper, asking students what they notice about these words and guiding them to hear the final sound and see that an s has been added to each word to make it mean “more than one.” The educator underlines the s at the end of each plural and repeats this process with the word pairs dish/dishes, inch/inches, fox/foxes, gas/gases, and buzz/buzzes to help the students hear the /s/ sound and see that an -es is added to these words to mean more than one. The educator explains that for words ending in ch, sh, s, x, or z, -es is added to form plurals. The students take turns reading a word pair and using it in a sentence.
The “Phonics/Word Work” section of Green, lesson 125, “The Fox and the Goose,” includes student practice for morphemes that have been explicitly taught. The educator explains the principle of the lesson, which is to add -es to the end of verbs to show that something is happening, -ed to show that something has already happened, and for verbs that end in y, the y changes to i before adding -es or -ed. The educator writes cry, cries, and cried on the whiteboard while reading and using each word in a sentence, repeating the process for fry, fries, and fried, and marry, marries, and married. Next, the educator asks the students what they notice about these words, guiding them to see that the first words in each sequence end in a consonant and the letter y. The educator then explains that the y changes to an i, and -es is added to show something is happening now, and to show something has already happened, the y changes to an i, and -ed is added. The students create a three-column chart in their My Writing Book and write the words dry, try, and copy in the first column. In the second column, students change the words to mean something is happening now, and in the third column, they change the words to mean something has happened in the past.
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
In Green, lesson 109, “Bad-Luck Day,” the lesson directs students to solve unfamiliar words during the “Reading the Text” section by asking, “What would make sense, sound right, and look like that?” This prompt encourages students to use meaning, syntax, and visual cues to identify unknown words, rather than directing students to decode the word using phonics-based strategies.
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.
1 out of 1 points
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.
1 out of 1 points
Appendix D of the LLI Green System Guide provides a “Master Plan for Word Work in the LLI Green System,” which lays out the phonological awareness skills addressed in each lesson. For example, in lessons 1–5, students are identifying rhyming words, a basic skill, and in lessons 86–90, students work on the more complex skill of blending four or more phonemes.
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).
1 out of 1 points
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).
1 out of 1 points
Appendix D of the LLI Green System Guide provides a “Master Plan for Word Work in the LLI Green System,” which lays out the phonemic awareness skills addressed in each lesson. For example, in lesson 32 under the “Phonics/Word Work” section, the students are identifying the ending phonemes of words and matching each to a picture in isolation. In lesson 55, under the “Phonics/Word Work”
section, students are deleting ending phonemes to make a new word, which is a more complex skill.
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.
1 out of 1 points
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.
1 out of 1 points
The “Phonics/Word Work” section of Green, lesson 32, “Jump,” provides explicit instruction for identifying ending phonemes. The educator says a series of word pairs with the same ending phoneme, such as sit and cat, bed and mud, and rug and tag, then prompts the students to point out what they notice about each pair of words, guiding the students to notice that the ending sound is the same. The students are then given pictures, and they must match the words with the same ending sound and identify that ending sound by saying it. The students then produce new words that end in the same sound as each word pair.
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.
0 out of 1 points
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.
0 out of 1 points
The materials include daily word work practice. For example, the “Phonics/Word Work” section of Green, lesson 65, “Bunny and the Monster,” provides student practice of phonemic awareness skills such as initial and final consonant digraphs (th, sh). The educator is instructed to read the consonant digraph chart created in previous lessons, then provide the students with the magnetic letters a, b, d, e, f, h, i, m, n, o, p, s, and t so the students can create the word the. The educator then instructs the students to change the word the to then, then to them. The students then read the words. The students repeat this process with the words ship, shop, shot, fish, dish, and dash.
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.
1 out of 1 points
Evaluation for 4.2e
Evaluation for 4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.
1 out of 1 points
The “Phonics/Word Work” section of Green, lesson 11, “Flying,” provides practice for phonological awareness skills that have been explicitly taught, such as beginning consonants (s, t, h). The educator tells the students to read the Alphabet Linking Chart, say what each image depicts, the beginning sound, and the letter that the pictured item begins with, such as bear, /b/, b. Then the educator places the letters s, t, and h across the top of a pocket chart, holds up a picture of a sail. The students identify what is depicted, say the beginning sound and the letter the pictured item begins with (sail, /s/, s). The students then repeat the task for slide, snowman, tacks, tail, top, hand, horse, and house, before placing the pictures under their respective beginning sound in the chart.
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.
1 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.
1 out of 1 points
Appendix D of the LLI Green System Guide provides a “Master Plan for Word Work in the LLI Green System,” which includes a systematic sequence for introducing sound-spelling patterns. For example, lessons 11–16 focus on beginning consonants. In lessons 58–62, the focus skill is consonant clusters with only two consonants. In lessons 66–69, it still focuses on consonant clusters, but with three consonants.
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.
2 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.
2 out of 2 points
The “Phonics/Word Work” section of Green, lesson 42, “Snap!” provides explicit instruction for decoding and encoding phonograms with a VC pattern -ag. For example, the educator writes the words bag, tag, rag, sag, and flag on chart paper and underlines the -ag pattern in each word. The students read the words and are given the magnetic letters a, b, g, r, s, t, and w. Using the magnetic letters, they create and read two or more words using the -ag pattern.
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
Students practice decoding and encoding words with long vowel sounds (ea, ee) in the “Phonics/Word Work” section of Green, lesson 109, “Bad Luck Day.” For example, the educator introduces the vowel combinations ea and ee using words such as treat, bead, seat, read, meat, meet, beet, feel, greet, and sleet to help students notice the ea or ee in the middle of each word and hear that the vowel sound is long. Students then underline the ea or ee in each word before creating lists of ea and ee words in their My Writing Book. However, the materials do not include cumulative student practice in decoding and encoding words using sound-spelling patterns.
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.
1 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.
1 out of 1 points
The “Phonics/Word Work” section of Green, lesson 110, “A Trip to the Laundromutt,” “provides student practice for sound-spelling patterns that have been explicitly taught in its Phonics/Word Work section.” For example, the educator explicitly introduces the long vowel patterns ie and oa using the words pie, tied, die, lie, cried, boat, goat, toast, roast, and float before asking the students what they notice about the words, guiding students to see that words with ie have the long i vowel sound and words with oa have the long o vowel sound. Students then write a list of ie and oa words in their My Writing Book and take turns reading their lists to the group.
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
One of the goals of the “Phonics/Word Work” section of Green, lesson 3, “The New Puppy,” is to recognize the high-frequency words a and got by looking closely at them. However, the materials do not include a systematic sequence for introducing these high-frequency words, nor are the words from a research-based list in alignment with grade-level TEKS.
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
The educator writes the word she using magnetic letters and reads it to the students, prompting them to locate the word in the book The Three Bears for the “Letter/Word Work” section of Green, lesson 51 The students then make the word she several times on their own, reading it each time by running their finger under the word as they say it. The educator and students then repeat this process with the words saw, all, and then. However, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
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 the “Letter/Word Work” section of Green, lesson 17, the educator writes the word at and reads it to the students, prompting them to locate the word in the book Oh No! The students then make the word at several times on their own, reading it each time by running their finger under the word as they say it. The educator and students then repeat this process with the word look. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in isolation or a decodable text.
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
In the “Letter/Word Work” section of Green, lesson 35, “Meli on the Stairs,” students practice the regular high-frequency word down. The educator makes the word down on a whiteboard using magnetic letters, then reads the word to the students and uses it in a sentence. The students then locate down in the book Meli on the Stairs. Using magnetic letters, the students make the word several times, each time reading it aloud while running a finger under the word. The educator then prompts the students what they notice about the word that will make it easier for them to remember. The students then add the word down to their word bags. However, Student practice does not include only regular and irregular high-frequency words that have been explicitly taught. For example, in lesson 35 students will come across includes the high-frequency word she, which is not taught until lesson 51.
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
In Appendix D of the LLI Green System Guide, lessons progress from VC patterns -ay and -ow in lessons 79–81 to vowel combinations ay, ai, ea, ee, ie, oa, ue, ui, oi, oy, ou, and ow in lessons 108–113. Again, the materials do not include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS.
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 the “Interactive Writing” section of Green, lesson 46, “A Rainy Day,” students decode multisyllabic words. The educator writes a story that includes the multisyllabic words mother, berries, and honey. After clapping out the syllables of the words, the students then reread the story with these words. While students identify and clap syllables, the practice focuses on syllable awareness rather than on applying syllable types or principles of syllable division to decode and encode words. The lesson does not include explicit instruction in decoding or encoding one-syllable or multisyllabic words.
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 the “Letter/Word Work” section of Green, lesson 83, students decode and encode the multisyllabic word after. The educator writes the word after on a whiteboard, reads it, and uses it in a sentence. The students then locate the word in their book, The Gingerbread Man. Students then create the word several times using magnetic letters, reading it each time by running their finger under it. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words.
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 the “Phonics/Word Work” section of Green, lesson 119, “The Spaceship,” students practice r-controlled vowel syllable types. The educator explains the lesson principle: When r follows a vowel or a vowel pair, one must blend the vowel sound with r. The educator creates a five-column chart and writes the words her, jerk, germ, fern, and herd, reading each word as they write it and using it in a sentence. Then the educator asks the students what these words have in common, guiding them to see and hear that each word contains er and the vowel is blended with r. Then the educator underlines the er in each word. In the second column, the educator repeats the process with the words are, car, park, farm, and start. Finally, the students make the words her, herd, fern, are, car, and farm with magnetic letters and then read each word using their pointer finger. Student practice does not include any syllable division, however.
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.
1 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.
1 out of 1 points
Appendix D of the LLI Green System Guide provides an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from plurals ending in -es in lesson 114 to inflectional endings -es and -ed on words ending with y in lesson 125.
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.
1 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.
1 out of 1 points
The “Phonics/Word Work” section of Green, lesson 92, “Home Sweet Home,” includes explicit instruction on morphological skills. The educator explains the principle of the lesson, which is adding -ing to the end of some verbs to show that something is currently happening. The educator creates a six-column chart and writes the words play, look, yell, ask, and say in the first column, reading and using each word in a sentence as they do so. In the second column, the educator writes playing, looking, yelling, asking, and saying, reading and using each word in a sentence as they do it. Then the educator asks what the students notice about these words, guiding them to see that the educator added -ing to the end of the words in the second column, explaining that -ing means something is happening right now. The students then write two sentences in their My Writing Book using one pair of words from the chart, taking turns reading them to the group.
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 “Phonics/Word Work” section of Green, lesson 96, “Best New Friends,” includes student practice of morphological skills. The educator writes the words stop, pat, hop, bat, and kid in one column on a whiteboard, reading and using them in a sentence as they do, then writes the words stopped, patted, hopped, batted, and kidded in the second column. The educator asks the students what they notice, guiding them to see that for one-syllable words that end with a single vowel and a single consonant, the final consonant is doubled before adding -ed, and that these are past-tense verbs about things that have already happened. The students then create the word mop using magnetic letters before changing it to mopped. They repeat this process, changing lap into lapped. Despite this example of morphological skill practice, the materials do not include cumulative student practice of morphological skills.
4.D.3d
Student practice includes only morphemes that have been explicitly taught.
Student practice includes only morphemes that have been explicitly taught.
1 out of 1 points
Evaluation for 4.D.3d
Evaluation for 4.D.3d
Student practice includes only morphemes that have been explicitly taught.
1 out of 1 points
The “Phonics/Word Work” section of Green, lesson 125, “The Fox and the Goose,” includes student practice for morphemes that have been explicitly taught. The educator explains the principle of the lesson, which is to add -es to the end of verbs to show that something is happening, -ed to show that something has already happened, and for verbs that end in y, the y changes to i before adding -es or -ed. The educator writes cry, cries, and cried on the whiteboard while reading and using each word in a sentence, repeating the process for fry, fries, and fried, and marry, marries, and married. Next, the educator asks the students what they notice about these words, guiding them to see that the first words in each sequence end in a consonant and the letter y. The educator then explains that the y changes to an i, and -es is added to show something is happening now, and to show something has already happened, the y changes to an i, and -ed is added. The students create a three-column chart in their My Writing Book and write the words dry, try, and copy in the first column. In the second column, students change the words to mean something is happening now, and in the third column, they change the words to mean something has happened in the past.
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
Each lesson contains an “Analysis of New Book Characteristics” section that includes a list of targeted vocabulary. For example, in Green, lesson 15, “Jesse,” the students are expected to learn the names of several items, such as shirt, pants, socks, shoes, jacket, cap, and glasses, and the color purple. However, there is no explicit instruction for these specific vocabulary words using multiple strategies to teach word meaning.
In the “Introducing the Text” section of Green, lesson 59, “A Walk with Meli,” the students are introduced to the word sniffs. The educator provides the students with only the definition of the word sniffs. There is no explicit instruction using multiple strategies to teach word meaning.
Evaluation for 5.1b
Each lesson contains an “Analysis of New Book Characteristics” section that includes a list of targeted vocabulary; for example, in Green, lesson 25, “Mom and Kayla,” the students are expected to learn the names of several items, such as hat, jacket, pants, boots, dog, hose, and truck. However, there is no explicit instruction for these specific vocabulary words, nor are there high-utility tier 2 and tier 3 academic vocabulary words.
In the “Analysis of New Book Characteristics” section of Green, lesson 70, “My Five Senses,” the students are expected to learn tier 3 vocabulary words eyes, ears, hear, nose, smell, mouth, taste, hands, and touch. However, there is no explicit instruction for these specific vocabulary words.
Evaluation for 5.1c
In Green, lesson 14, “Smells,” the students are expected to learn the names of several items, such as flowers, pizza, soap, cookies, popcorn, bread, soup, and skunk, alongside the content word smell. However, there are no repeated opportunities for students to practice using specific vocabulary in multiple contexts.
In Green, lesson 54, “Play Ball!”, the students are expected to learn the names of several content words, such as ball, round, kick, play, run, game, school, and home. However, there are no repeated opportunities for students to practice using specific vocabulary in multiple contexts.
Evaluation for 5.2a
In the “Phonics/Word Work” section of Green, lesson 92, “Home Sweet Home,” the educator writes the words play, look, yell, ask, and say in one column, and playing, looking, yelling, asking, and saying in another. Then the educator explains that adding -ing to the end of a word makes the new word mean that something is happening right now. The students then write two sentences in their My Writing Book using a pair of words from the chart and read them to the group. There is no explicit instruction using morphemic analysis to determine word meaning, however..
In the “Phonics/Word Work” section of Green, lesson 96, “Best New Friends,” the educator writes the words stop, pat, hop, bat, and kid in one column, and stopped, patted, hopped, batted, and kidded in another. Then the educator explains that adding -ed to the end of a word makes the new word mean that something has already happened. The students use magnetic letters to change mop into mopped and lap into lapped. However, there is no explicit instruction using morphemic analysis to determine word meaning.
Evaluation for 5.2b
In the “Phonics/Word Work” section of Green, lesson 114, “More Pie!,” the educator writes the word pairs hat/hats, book/books, dish/dishes, inch/inches, fox/foxes, gas/gases, and buzz/buzzes to show students that adding an s or -es to the end of a word makes it plural. The students then match the singular words with their plural counterparts. However, the students do not practice using morphemic analysis to determine word meaning.
In Green, lesson 125, “The Fox and the Goose,” the educator writes the words cry, cries, cried, fry, fries, fried, marry, marries, and married on the white board and explains to the students that changing the y in the base word to -es shows is something happening now, while changing the y in the base word to an -ed shows that something happened in the past. The students then apply these principles to spelling the past tense of the words dry, try, and copy. However, the students do not practice using morphemic analysis to determine word meaning.
Evaluation for 5.2c
In the “Introducing the Text” section of Green, lesson 14, “Smells,” the educator tells the students that smell is one of their five senses, then points out the various things the main character will smell in the book. However, the materials do not include any explicit instruction on using contextual analysis to determine word meaning.
In the “Reading the Text” section of Green, lesson 15, “Jesse,” students are prompted to use pictures in the text to help them determine the meanings of some two-syllable words, such as purple and jacket. However, there is no explicit instruction on using contextual analysis to determine word meaning.
Evaluation for 5.2d
In the “Reading the Text” section of Green, lesson 12, “Woof!,” students are prompted to use pictures to infer meaning and solve new words, such as bird and truck. However, the materials do not include opportunities for students to practice using contextual analysis to determine word meaning.
In the “Reading the Text” section of Green, lesson 16, “Monkey,” students are prompted to use pictures to infer meaning and solve new words, such as climb and ride. However, the materials do not include opportunities for students to practice using contextual analysis to determine word meaning.
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
In the “Introducing the Text” section of Green, lesson 59, “A Walk with Meli,” the students are introduced to the word sniffs. The educator provides the students with only the definition of the word sniffs. There is no explicit instruction using multiple strategies to teach word meaning.
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
In the “Analysis of New Book Characteristics” section of Green, lesson 70, “My Five Senses,” the students are expected to learn tier 3 vocabulary words eyes, ears, hear, nose, smell, mouth, taste, hands, and touch. However, there is no explicit instruction for these specific vocabulary 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
In Green, lesson 54, “Play Ball!”, the students are expected to learn the names of several content words, such as ball, round, kick, play, run, game, school, and home. However, there are no repeated opportunities for students to practice using specific vocabulary in multiple 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
In the “Phonics/Word Work” section of Green, lesson 96, “Best New Friends,” the educator writes the words stop, pat, hop, bat, and kid in one column, and stopped, patted, hopped, batted, and kidded in another. Then the educator explains that adding -ed to the end of a word makes the new word mean that something has already happened. The students use magnetic letters to change mop into mopped and lap into lapped. However, there is no explicit instruction using morphemic analysis to determine word meaning.
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
In Green, lesson 125, “The Fox and the Goose,” the educator writes the words cry, cries, cried, fry, fries, fried, marry, marries, and married on the white board and explains to the students that changing the y in the base word to -es shows is something happening now, while changing the y in the base word to an -ed shows that something happened in the past. The students then apply these principles to spelling the past tense of the words dry, try, and copy. However, the students do not practice using morphemic analysis to determine word meaning.
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
In the “Reading the Text” section of Green, lesson 15, “Jesse,” students are prompted to use pictures in the text to help them determine the meanings of some two-syllable words, such as purple and jacket. However, there is no explicit instruction on using contextual analysis to determine word meaning.
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
In the “Reading the Text” section of Green, lesson 16, “Monkey,” students are prompted to use pictures to infer meaning and solve new words, such as climb and ride. However, the materials do not include opportunities for students to practice using contextual analysis to determine word meaning.
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
57% (4 out of 7 points)
Evaluation for 6.1a
In the “Read To” and “Read With” sections of Green, lesson 8, the educator introduces the book Eggs to the students and reads select pages of the text, pointing out punctuation and prompting students to notice various details. The educator then rereads the text with the students, modeling how to point under each word as they go. However, the materials do not provide associated instructions on how to model appropriate reading rate, accuracy,and prosody.
In the “Read To” and “Read With” sections of Green, lesson 9, the educator introduces the book Where Things Grow to the students and reads select passages, pointing out punctuation and prompting students to notice various details. Then the educator rereads the text with the students, modeling how to point under each word as they go. However, the materials do not provide associated instructions on how to model appropriate reading rate, accuracy, and prosody.
Evaluation for 6.1b
In the “Phonics/ Word Work” section of Green, lesson 28, “My New School,” students read a column of words with the short a vowel sound before creating new words with the short e sound using magnetic letters. The students then read the new words aloud. However, the students do not have the opportunity to practice reading fluency with phrases, sentences, or within connected text.
In the “Phonics/ Word Work” section of Green, lesson 72, “Helping Mom,” students read a column of words with the consonant cluster nd before creating new words with the consonant cluster nt using magnetic letters. The students then read the new words aloud. However, the students do not have the opportunity to practice reading fluency with phrases, sentences, or within connected text.
Evaluation for 6.1c
Each even-numbered lesson includes a “Rereading and Assessment” section in which students reread two texts: one below their current reading level and the other slightly below or at their current reading level. Then the students read a new text at their reading level. For example, in Green, lesson 31, students reread the texts Traffic, which is at Level A, and Boots and Shoes, which is at Level B. The students will then read their new book, A Day at the Park, which is at Level C.
Each odd-numbered lesson includes a “Rereading” section in which students reread two texts: one below their current reading level and the other slightly below or at their current reading level. Then the students read a new text at their reading level. For example, in Green, lesson 47, students reread the texts A Rainy Day, which is at Level B, and Time for Lunch, which is at Level D. The students will then read their new book, The Good Dog, which is at Level D.
Evaluation for 6.1d
The Leveled Literacy Intervention (LLI) Green System includes various texts at different levels of complexity from Levels A through l K. For example, lessons 11–20 include texts at Level A, while lessons 71–80 include texts at Level G.
Lessons 31–40 of the Leveled Literacy Intervention (LLI) Green System include texts at Level C, while lessons 111–130 include texts at Level K.
Evaluation for 6.1e
In the “Maintaining Fluency” section of Prompting Guide, Part 1, the materials provide explicit guidance for educators to teach, prompt, and reinforce fluent reading. educators receive scripted feedback for reading rate, pausing, phrasing, word stress, intonation, and integration, including prompts such as “Make a full stop at the period,” “Take a little pause when you see the comma,” and reinforcement statements such as “You made a full stop,” and “You made your voice sound like the character was talking.”
The “Reading the Text” section of each lesson provides prompts for educators to give students feedback on reading fluency. For example, in Green, lesson 76, “Lizzy,” educators prompt students to read with phrasing and expression and to “use what they know” to solve unknown words.
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
In the “Read To” and “Read With” sections of Green, lesson 9, the educator introduces the book Where Things Grow to the students and reads select passages, pointing out punctuation and prompting students to notice various details. Then the educator rereads the text with the students, modeling how to point under each word as they go. However, the materials do not provide associated instructions on how to model appropriate reading rate, accuracy, and prosody.
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.
1 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.
1 out of 3 points
In the “Phonics/ Word Work” section of Green, lesson 72, “Helping Mom,” students read a column of words with the consonant cluster nd before creating new words with the consonant cluster nt using magnetic letters. The students then read the new words aloud. However, the students do not have the opportunity to practice reading fluency with phrases, sentences, or within connected text.
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
Each odd-numbered lesson includes a “Rereading” section in which students reread two texts: one below their current reading level and the other slightly below or at their current reading level. Then the students read a new text at their reading level. For example, in Green, lesson 47, students reread the texts A Rainy Day, which is at Level B, and Time for Lunch, which is at Level D. The students will then read their new book, The Good Dog, which is at Level D.
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
Lessons 31–40 of the Leveled Literacy Intervention (LLI) Green System include texts at Level C, while lessons 111–130 include texts at Level K.
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).
1 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).
1 out of 1 points
The “Reading the Text” section of each lesson provides prompts for educators to give students feedback on reading fluency. For example, in Green, lesson 76, “Lizzy,” educators prompt students to read with phrasing and expression and to “use what they know” to solve unknown words.
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
In the “Analysis of New Book Characteristics” and “Introducing the Text” sections of Green, lesson 99, “All About Honeybees,” students read an expository nonfiction text that explains how honeybees gather nectar to make honey. Students use high-quality professional photos, content-specific vocabulary, such as beekeeper, cells, and honey, and various compound sentences that include prepositional phrases to build their understanding of honeybees and how they take nectar from flowers to a hive to make honey, which is then collected by beekeepers and produced into honey for human consumption. This provides opportunities to read a high-quality, grade-level, complex informational text.
In the “Analysis of New Book Characteristics” and “Introducing the Text” sections of Green, lesson 98, “Lucky Penny,” students read a realistic fiction text that follows a young boy who, having left home with a penny, loses the penny but, manages to find it on his way home from school. Students interpret dialogue, a circular plot, and sentences written in past tense to understand the concept of money traveling from person to person and interpret the themes of caring for one’s possessions and being lucky. This provides opportunities to read a high-quality, grade-level, complex literary text.
Evaluation for 8.1b
In the “Analysis of New Book Characteristics” section of Green, lesson 102, “Two Teams,” the materials provide opportunities for students to read a high-quality informational text representing one level of text complexity within the program. Students read an expository nonfiction text organized around a parallel and foreshadowing structure that describes two sports teams, soccer and football, and alternates information to analyze the theme of enjoying sports and determining the differences and similarities between the two sports. The text includes complex sentence structures with multiple phrases, including prepositional phrases, and content-specific vocabulary, such as football, sports, kicker, and goalie, which increase text complexity.
In the “Analysis of New Book Characteristics” section of Green, lesson 123, “The Climbing Party,” the materials provide students opportunities to read a high-quality realistic fiction representing a different level of text complexity within the program. Students interpret third-person narratives, chronological sequences, and problem-and-solution structures to analyze themes of overcoming fear with friends’ support, as the main character overcomes his fear of climbing a rock wall with his friends’ help. The text uses long stretches of dialogue, a variety of sentence lengths, and content-specific vocabulary, such as hold, harness, and gear, to develop understanding of an increased text complexity.
Evaluation for 8.1c
The “Introducing the Text” section of Green, lesson 25, “Mom and Kayla” includes relevant, engaging content that authentically reflects diverse backgrounds and experiences through exploring a mother-daughter relationship in which the daughter job shadows her firefighter mother at work, putting on a firefighter hat, jacket, and boots while showing off the firefighter’s truck, hose, and dog. This provides a meaningful representation of a working mother in a male-dominated field.
In the “Introducing the Text” section of Green, lesson 28, “My New School,” the “Introducing the Text section”materials includes engaging content that authentically reflects relevant backgrounds and experiences by following a student as they get ready to attend their new school, such as putting on a new cap, jacket, and backpack before heading to their new school to meet their new educator, read new books, and make a new friend. This is an experience all students can relate to, as they all, at one point, have to attend a new school.
Evaluation for 8.2a
“Introducing the Text” in Green, lesson 43, “Up in a Tree,” activates and supplies background knowledge before students read the fictional text. The educator activates prior knowledge by introducing the book by having students talk about their experiences with a pet. The educator then describes the book about a cat named Hugs and a girl named Meg, and asks the students to predict who will get stuck up in the tree and how they will get down. The educator then goes through the major plot points of the story before telling the students to return to the beginning of the book to read and see how it ends.
The “Introducing the Text” section of Green, lesson 71, activates and supplies background knowledge before students read the fictional text Goldie and the Three Bears. The educator activates prior knowledge by introducing the book with familiar stories, such as The Three Little Pigs, before asking what students know about Goldie and the Three Bears. The educator then goes through the major plot points of the story, pointing out that Goldie was hungry and cold, and has students explain how Goldie solved these issues, before telling the students to return to the beginning of the book and read it through the end.
Evaluation for 8.2b
In the “Introducing the Text” section of Green, lesson 34, “Swim!,” the educator discusses various animals who can swim, such as ducks, fish, and dogs. However, there is no guidance or support to determine unfamiliar vocabulary, nor any guidance or support for the educator to pre-teach unfamiliar vocabulary.
In the “Introducing the Text” section of In Green, lesson 55, “Talent Show,” “Introducing the Text” directs the educator to points out the words I’m and I’ll to students and tells them that both words start with an uppercase iI while the students repeat the words while running a finger under them. However, there is no guidance or support to determine unfamiliar vocabulary, nor any guidance or support for the educator to pre-teach unfamiliar vocabulary.
Evaluation for 8.2c
In the “Discussing and Revisiting the Text” section of Green, lesson 58, “A Visit to the City,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “Why did the family stand on the sidewalk for so long?” and “How did the family feel about being in the city?” However, there is no explicit instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary.
In the “Discussing and Revisiting the Text” section of Green, lesson 62, “A Box,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “What different things do the friends make?” and “How is [the ending] different from the rest of the book?” However, there is no explicit instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary.
Evaluation for 8.2d
In the “Discussing and Revisiting the Text” section of Green, lesson 49, “What Am I?,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “What clues does the writer give you about the animals?” and “All of the animals in the book live in different habitats. What are some of those habitats?” However, there are no opportunities for students to practice using contextual analysis to determine the word meaning of unfamiliar vocabulary.
“Discussing and Revisiting the Text” in Green, lesson 51, “The Three Bears” directs educators to ask students to provide text evidence to answer questions about the text’s plot, such as “What kinds of things did the little girl try once she was inside the house?” and “How do the words and the pictures show you that the bears are upset by the girl’s visit?” However, there are no opportunities for students to practice using contextual analysis to determine the word meaning of unfamiliar vocabulary.
Evaluation for 8.3a
In the “Discussing and Revisiting the Text” section of Green, lesson 65, “Bunny and the Monster,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “Who are the characters?” and “What did the bunnies think they saw?” While these questions provide opportunities for students to recall details and make inferences, the lesson does not include explicit instruction that models comprehension strategies or teaches students how to approach different types of comprehension tasks.
“Discussing and Revisiting the Text” in Green, lesson 68, “Farmer Dan’s Ducks,” prompts educators to ask students to provide text evidence to answer various questions about the text’s plot, such as “How do you think Farmer Dan felt about his missing ducks?” and “What happened at the end of the story?” While these questions provide opportunities for students to recall details and make inferences, the lesson does not include explicit instruction that models comprehension strategies or teaches students how to approach different types of comprehension tasks.
Evaluation for 8.3b
In the “Reading the Text” and “Discussing and Revisiting the Text” sections of Green, lesson 32, “Jump,” the materials provide opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level fiction text. The educator asks students literal questions about the plot, such as “How does the moose feel when the jump rope gets stuck in its antlers?” and inferential questions such as “How do you know that?” The section ends with key understandings to continue the students’ discussion, Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, using evidence from the narrative.
The “Reading the Text” and “Discussing and Revisiting the Text” sections of Green, lesson 35, “Meli on the Stairs” offers opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level fiction text. The educator asks students literal questions about the plot, such as “What kind of things does Meli carry up and down the stairs?” and inferential questions such as “Why do you think she chooses to do this?” The section ends with key understandings to continue the students’ discussion, Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, using evidence from the narrative.
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
In the “Analysis of New Book Characteristics” and “Introducing the Text” sections of Green, lesson 98, “Lucky Penny,” students read a realistic fiction text that follows a young boy who, having left home with a penny, loses the penny but, manages to find it on his way home from school. Students interpret dialogue, a circular plot, and sentences written in past tense to understand the concept of money traveling from person to person and interpret the themes of caring for one’s possessions and being lucky. This provides opportunities to read a high-quality, grade-level, complex literary text.
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
In the “Analysis of New Book Characteristics” section of Green, lesson 123, “The Climbing Party,” the materials provide students opportunities to read a high-quality realistic fiction representing a different level of text complexity within the program. Students interpret third-person narratives, chronological sequences, and problem-and-solution structures to analyze themes of overcoming fear with friends’ support, as the main character overcomes his fear of climbing a rock wall with his friends’ help. The text uses long stretches of dialogue, a variety of sentence lengths, and content-specific vocabulary, such as hold, harness, and gear, to develop understanding of an increased text complexity.
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
In the “Introducing the Text” section of Green, lesson 28, “My New School,” the “Introducing the Text section”materials includes engaging content that authentically reflects relevant backgrounds and experiences by following a student as they get ready to attend their new school, such as putting on a new cap, jacket, and backpack before heading to their new school to meet their new educator, read new books, and make a new friend. This is an experience all students can relate to, as they all, at one point, have to attend a new school.
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 “Introducing the Text” section of Green, lesson 71, activates and supplies background knowledge before students read the fictional text Goldie and the Three Bears. The educator activates prior knowledge by introducing the book with familiar stories, such as The Three Little Pigs, before asking what students know about Goldie and the Three Bears. The educator then goes through the major plot points of the story, pointing out that Goldie was hungry and cold, and has students explain how Goldie solved these issues, before telling the students to return to the beginning of the book and read it through the end.
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
In the “Introducing the Text” section of In Green, lesson 55, “Talent Show,” “Introducing the Text” directs the educator to points out the words I’m and I’ll to students and tells them that both words start with an uppercase iI while the students repeat the words while running a finger under them. However, there is no guidance or support to determine unfamiliar vocabulary, nor any guidance or support for the educator to pre-teach unfamiliar vocabulary.
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
In the “Discussing and Revisiting the Text” section of Green, lesson 62, “A Box,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “What different things do the friends make?” and “How is [the ending] different from the rest of the book?” However, there is no explicit instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary.
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
“Discussing and Revisiting the Text” in Green, lesson 51, “The Three Bears” directs educators to ask students to provide text evidence to answer questions about the text’s plot, such as “What kinds of things did the little girl try once she was inside the house?” and “How do the words and the pictures show you that the bears are upset by the girl’s visit?” However, there are no opportunities for students to practice using contextual analysis to determine the word meaning of unfamiliar vocabulary.
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
“Discussing and Revisiting the Text” in Green, lesson 68, “Farmer Dan’s Ducks,” prompts educators to ask students to provide text evidence to answer various questions about the text’s plot, such as “How do you think Farmer Dan felt about his missing ducks?” and “What happened at the end of the story?” While these questions provide opportunities for students to recall details and make inferences, the lesson does not include explicit instruction that models comprehension strategies or teaches students how to approach different types of comprehension tasks.
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 “Reading the Text” and “Discussing and Revisiting the Text” sections of Green, lesson 35, “Meli on the Stairs” offers opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level fiction text. The educator asks students literal questions about the plot, such as “What kind of things does Meli carry up and down the stairs?” and inferential questions such as “Why do you think she chooses to do this?” The section ends with key understandings to continue the students’ discussion, Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, using evidence from the narrative.
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.