Program Information
- ISBN
- 9780325060804
Fountas & Pinnell Leveled Literacy Intervention (LLI) Orange/Green/Blue Levels A–N, Grade 2
Grade 2
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 2 | 74.14% | 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) Blue 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 is 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 tailor instruction 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.” The letter notes that the instruction spans comprehension, vocabulary, phonics, and writing skills.
Evaluation for 1.1b
Section 1 of the LLI Blue 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 provides 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,” and explains how educators use the program during these small groups.
Evaluation for 1.1c
In the LLI Blue System Guide, Appendix D provides a “Master Plan for Word Work in the LLI Blue System” that outlines the scope and sequence of the phonological awareness, letter knowledge, and spelling pattern skills that each lesson addresses. However, the materials do not include a rationale for the scope and sequence, nor a scope and sequence of student expectations.
The lessons in Blue are numbered one through 120 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 Blue System Guide provides suggested pacing of the program for effective implementation. The guide explains that the program provides daily 30-minute lessons for an average of 14–18 weeks.
The Administrator Fidelity Tool states that daily lessons last 30 minutes. The tool includes guidance on time requirements. For example, the tool 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 specifies 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” that helps educators know what to look for when reading and writing with each student. For example, lesson 22, “Fishing,” states, “Observe to find evidence that readers can: read with phrasing and expression.”
The materials include various educational games for students along with directions to help educators with implementation. For example, the “Directions for Concentration” walks educators through the goal of the game and how to support instruction, along with the student objective and instructions for students to play the game.
Evaluation for 1.1f
The caregiver letters provide families with various activities and instructions they can use at home to support student reading and writing skills. For example, the caregiver letter for lesson 2 outlines three activities for families 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. Corresponding caregiver letters are also available in Spanish.
Each lesson has a “Home/School Connection” section that provides suggestions for at-home learning support. For example, the materials for lesson 67 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 fill in a sentence stem and draw a picture.
The Blue 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 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 is 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 tailor instruction 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.” The 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,” and explains how educators use the program 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 Blue are numbered one through 120 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 30 minutes. The tool includes guidance on time requirements. For example, the tool 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” that helps educators know what to look for when reading and writing with each student. For example, lesson 22, “Fishing,” states, “Observe to find evidence that readers can: read with phrasing and expression.”
The materials include various educational games for students along with directions to help educators with implementation. For example, the “Directions for Concentration” walks educators through the goal of the game and how to support instruction, along with the student objective and instructions for students 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 67 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 fill in a sentence stem and draw a picture.
The Blue 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 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 includes an “Assessing Reading and Writing” section that formatively assesses students. For example, lesson 4, “The Tide Pool,” assesses student’s ability to firmly control voice-print match. However, the materials do not include diagnostic or summative assessments.
Various lessons include a Recording Form to formatively assess student’s oral reading and comprehension. The 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 Blue System Guide identifies the Reading Record assessment as a formative assessment and provides the assessment’s intended purpose. This resource identifies the Reading Record as a formative assessment.
Section 6 of the LLI Blue System Guide defines the Reading Record formative assessment as a systematic tool that educators use to code, score, and analyze student reading behaviors. The assessment results determine what level students can read independently.
Evaluation for 2.1c
Coding and Scoring Errors At-A-Glance 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 educators to consistently and accurately administer 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 educators consistently and accurately administer instructional assessments.
Evaluation for 2.1d
Each lesson includes an “Assessing Reading and Writing” section that assesses students formatively. For example, Blue, lesson 5, “Down the River,” assesses a student’’s’ ability to self-monitor and self-correct as needed. However, there are no explicit various levels of complexity.
Various lessons include a Recording Form to formatively assess student’s oral reading and comprehension. The 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 the forms do scale by reading level, there are no explicit 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. The guidelines also include charts to determine student’s proficiency based on their comprehension scores and accuracy, and find each student’s independent, instructional, and hard levels. For example, students who score a five on their comprehension conversation are able to read books at that level independently, while students who score a zero or one 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 student’s 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 student’s strengths and the strategic actions to work with students toward proficiency. However, there is no explicit guidance on how to use this sheet, and the materials do not provide a systematic approach to responding to student trends.
The 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 trends in performance as a whole.
Evaluation for 2.2c
The Intervention Record provides educators with tools to monitor student’s reading accuracy, comprehension, fluency, attendance, and instructional reading levels over time. However, the materials do not include student-facing tools for students to monitor their own 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 any additional notes.
The Reading Graph provides educators with a tool to monitor student’s instructional, independent, and hard reading levels across multiple weeks of instruction. However, the materials do not include student-facing resources for students to monitor or document their own growth over time.
Evaluation for 2.2d
In the LLI Blue System Guide, section 1 includes a subsection titled “Selecting Children for the Intervention” that 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” that illustrates the reading levels for students who are exceeding, meeting, approaching, and not meeting expectations at various times in the school year. For example, a student in grade 2 who reads at a level J during the “1st Interval of Year (Nov.-Dec.)” approaches expectations and needs short-term intervention.
In the LLI Blue System Guide, section 1 includes a subsection titled “Exiting the System” that explains that once students are reading on grade level, they can be exited from the system. The materials include an “Instructional Level Expectations Chart” that illustrates the reading level for students who are exceeding, meeting, approaching, and not meeting expectations at various times in 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 student’s oral reading and comprehension. The 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 Blue System Guide defines the Reading Record formative assessment as a systematic tool that educators use to code, score, and analyze student reading behaviors. The assessment results 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 educators consistently and accurately administer 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 student’s oral reading and comprehension. The 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 the forms do scale by reading level, there are no explicit 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 student’s 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 student’s strengths and the strategic actions to work with students toward proficiency. However, there is no explicit guidance on how to use this sheet, and the materials do not provide a systematic approach to responding to student trends.
The 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 trends in performance 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 any additional notes.
The Reading Graph provides educators with a tool to monitor student’s instructional, independent, and hard reading levels across multiple weeks of instruction. 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 the LLI Blue System Guide, section 1 includes a subsection titled “Exiting the System” that explains that once students are reading on grade level, they can be exited from the system. The materials include an “Instructional Level Expectations Chart” that illustrates the reading level for students who are exceeding, meeting, approaching, and not meeting expectations at various times in 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
In lesson 34, “Billy’s Pen,” the “Assessing Reading and Writing Behaviors” section includes guidance for observing a student’s ability to read with appropriate stress on words, use background knowledge, and understand and discuss problems and resolutions in a story. 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.
In lesson 20, “In My Room,” the “Reading the Text” section 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
In lesson 54, “Pop, Pop, Popcorn!”, the “Discussing and Revisiting the Text” section 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 SDI to students receiving supports and services through special education.
In lesson 76, “Wide Awake,” the “Reading the Text” section 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 SDI for students receiving supports and services through special education.
Evaluation for 3.2a
In lesson 88, “Cranes,” the “Discussing and Revisiting the Text” section provides explicit prompts and guidance for educators to facilitate 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 for the educator to model and explain the skill(s) to be learned.
In lesson 49, “Fighting Fires,” the “Phonics/Word Work” section provides explicit prompts and guidance for educators to explain homophones. The educator displays the words blue and blew beside one another on the tabletop, then reads each word and uses it in a sentence. The students point out what they notice about the words while the educator helps them hear that the two words sound the same but are spelled differently and have different meanings. The educator repeats this activity with several other words, such as here/hear and too/two. Finally, the students select a homophone pair, write two sentences demonstrating the different meanings of the words, and read them aloud to the group. However, the materials do not include guidance for the educator to model and explain the skill(s) to be learned.
Evaluation for 3.2b
In lesson 114, “Too Many Teeth,” the “Discussing and Revisiting the Text” section includes educator guidance and recommendations for effective lesson delivery and facilitation through questioning and discussion. For example, educators invite students to consider the importance of making observations and discuss the text’s key understandings and messages.
In lesson 51, “The Great Big Enormous Turnip,” the “Phonics/Word Work” section provides an example of a variety of instructional approaches by using magnetic letters to teach middle phonemes. The educator reviews the short vowel sounds using the Alphabet Linking Chart, then places the vowels a, e, i, o, and u at the top and the consonants b, c, p, s, and t at the bottom of the magnetic board. The educator creates the word but then changes it to bit while reading the words aloud. The educator repeats this process of changing the middle phoneme to create the words bat and bet to help the students understand that changing the letter that stands for the middle sound creates a new word.
Evaluation for 3.2c
In lesson 32, “Tails,” the “Discussing and Revisiting the Text” section 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 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 (EB) students. For example, lesson 21, “Chicken Little,” suggests having students use high-frequency words to support meaning and repeat the dialogue to help them understand and use language structure. However, these supports are not aligned to the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
Each lesson includes a “Supporting English Language Learners” section that provides generic support for EB students. For example, lesson 117, “Eugenie Clark, Shark Lady,” suggests ensuring students understand why the story moves between the present and past tense,, and using pictures to discuss the story and add meaning to new words. These supports are not aligned to the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
Evaluation for 3.3b
Each lesson includes a “Supporting English Language Learners” section that provides generic support for EB students. For example, lesson 25, “The Fish Tank,” suggests having students use pictures to discuss the story and repeat a sentence several times before writing it. However, the materials do not include any implementation guidance for educators to use the materials in state-approved bilingual and ESL programs.
Each lesson includes a “Supporting English Language Learners” section that provides generic support for EB students. For example, lesson 97, “Little Cat, Big Cat,” suggests using magnets to demonstrate how to form contractions and having students use pictures to discuss what they learned. However, the materials do not include any implementation guidance to support educators in using the materials in state-approved bilingual and 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
In lesson 20, “In My Room,” the “Reading the Text” section 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
In lesson 76, “Wide Awake,” the “Reading the Text” section 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 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
In lesson 49, “Fighting Fires,” the “Phonics/Word Work” section provides explicit prompts and guidance for educators to explain homophones. The educator displays the words blue and blew beside one another on the tabletop, then reads each word and uses it in a sentence. The students point out what they notice about the words while the educator helps them hear that the two words sound the same but are spelled differently and have different meanings. The educator repeats this activity with several other words, such as here/hear and too/two. Finally, the students select a homophone pair, write two sentences demonstrating the different meanings of the words, and read them aloud to the group. However, the materials do not include guidance for the educator to model and explain the skill(s) 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
In lesson 51, “The Great Big Enormous Turnip,” the “Phonics/Word Work” section provides an example of a variety of instructional approaches by using magnetic letters to teach middle phonemes. The educator reviews the short vowel sounds using the Alphabet Linking Chart, then places the vowels a, e, i, o, and u at the top and the consonants b, c, p, s, and t at the bottom of the magnetic board. The educator creates the word but then changes it to bit while reading the words aloud. The educator repeats this process of changing the middle phoneme to create the words bat and bet to help the students understand that changing the letter that stands for the middle sound creates a new word.
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 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
Each lesson includes a “Supporting English Language Learners” section that provides generic support for EB students. For example, lesson 117, “Eugenie Clark, Shark Lady,” suggests ensuring students understand why the story moves between the present and past tense,, and using pictures to discuss the story and add meaning to new words. 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
Each lesson includes a “Supporting English Language Learners” section that provides generic support for EB students. For example, lesson 97, “Little Cat, Big Cat,” suggests using magnets to demonstrate how to form contractions and having students use pictures to discuss what they learned. However, the materials do not include any implementation guidance to support educators in using the materials in state-approved bilingual and 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
Lesson 84, “The Wise Blackbird,” prompts students to solve unfamiliar words in the section “Rereading and Assessment” by asking “What else could it be?” and “Does it look like (start like, end like) ___?” These prompts encourage 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.
Lesson 87, “The City Mouse and the Country Mouse,” prompts students to solve unfamiliar words in the section “Rereading and Assessment” by asking “Do you know a word that would make sense and look (start, end) like ___?” and “Does that make sense and look right?” These prompts encourage 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.
Evaluation for 4.2a
The Blue materials progress from lesson 1 to lesson 120 using a systematic sequence of phonological awareness skills. The materials begin with identifying rhyming words in lesson 2, then progress to identifying beginning consonant sounds, followed by final consonant digraphs, and end with middle consonants with a different sound.
In the LLI Blue System Guide, Appendix D provides a “Master Plan for Word Work in the LLI Blue System” that lays out the phonological awareness skills that each lesson addresses. For example, in lesson 2, students identify rhyming words, a basic skill. Then in lesson 106, students work on the more complex skill of blending consonant clusters scr and str.
Evaluation for 4.2b
The Blue materials progress from lesson 1 to lesson 120 using a systematic sequence of phonemic awareness skills. The students begin with identifying phonemes in lesson 7, then progress to blending three or more phonemes in sequence in lessons 16 and 17, and finally changing middle phonemes in lessons 51 and 52.
In the LLI Blue System Guide, Appendix D provides a “Master Plan for Word Work in the LLI BlueSystem” that lays out the phonemic awareness skills that each lesson addresses. For example, in lesson 26 under the “Phonics/Word Work” section, students identify the beginning phoneme of words and add phonemes to the beginning of words to change them. In lesson 52 under the “Phonics/Word Work” section, students replace middle phonemes to make a new word, which is a more complex skill.
Evaluation for 4.2c
In lesson 7, “All About Penguins,” the “Phonics/Word Work” section provides explicit instruction for blending phonemes. The educator models how to segment words by saying the word sit, and then saying it in segments, (s-i-t)., The educator models again then again with the word map. The educator asks students what they notice. Students then complete the practice with the words dig, fit, and log. The educator then shows the students how to blend sounds using the words bug and hot. Students practice blending with the words up, on, off, and see. Finally, students make and segment the words pin and bag using magnetic letters.
In lesson 16, “Tug-of-War,” the “Phonics/Word Work” section provides explicit instruction for blending words with three phonemes.The educator uses sound boxes to help students listen for and record each sound in a word. The educator models saying the word pot, segmenting each sound, and writing the letters inside the boxes. The students then complete this practice using the words pit, leg, fan, and him.
Evaluation for 4.2d
The materials include daily word work practice. For example, in lesson 26, “Kittens,” the “Optional Letter/Word Work” section provides additional student practice for adding beginning phonemes to create new words. Students write the words is, at, in, and, it, and an before thinking of a sound to add at the beginning of each word to create a new word. The students then add the letter of that sound to each word. Finally, the students take turns reading their new words aloud and using them in a sentence. However, the materials do not include cumulative student practices of phonological and phonemic awareness skills.
The materials include daily word work practice. For example, in lesson 44, “Andy Fox at School,” the “Optional Letter/Word Work” section provides additional student practice for adding ending phonemes to words to make new words. Students use magnetic letters to create the word see and then make the words seen and seek. The students repeat this practice with the word for, changing the last phoneme to make the words form, fort, and fork. However, the materials do not include cumulative student practices of phonological and phonemic awareness skills.
Evaluation for 4.2e
In lesson 8, “Police Car,” the “Phonics/Word Work” section provides practice for phonemic awareness skills that have been explicitly taught, such as segmenting onset and rimes. The educator tells the students to divide onsets and rimes orally by modeling the word look into l-ook and come into c-ome. The educator asks the students what they notice and guides them to hear that the first and last parts of a word are divided. Next, the students take turns breaking simple words, such as can, like, big, and not, into onset and rime orally. Next, the educator models how to blend onsets and rimes to form a word, such as d-id into did and p-ut into put. The students then practice blending onsets and rimes to make simple words such as s-aid into said and d-og into dog. The student practice activity includes only skills that have been explicitly taught.
In lesson 13, “The Mitten,” the “Phonics/Word Work” section provides practice for phonological awareness skills that have been explicitly taught, such as reading, identifying, and building words with the VC phonogram patterns -in, -it, and -ip. The educator creates a chart and writes the words pin, win, fin, tin, and bin in the first column, reading each word as they go. The students point out the -in pattern in each word, repeating this process for the -it and -ip patterns. Finally, the students use magnetic letters to create words using the -in, -it, and -ip patterns. The student practice activity includes only skills that have been explicitly taught.
Evaluation for 4.A.3a
The Blue materials progress from lesson 1 to lesson 120 using a systematic sequence to introduce sound–spelling patterns. The materials begin with phonograms with VC patterns in lessons 11–15, move to phonograms with VCe patterns in lessons 18–20, then VVC patterns in lessons 66–70, and then final consonant clusters and digraphs in lessons 74–77.
The LLI Blue System Guide, Appendix D provides a “Master Plan for Word Work in the LLI Blue System” that includes a systematic sequence for introducing sound–spelling patterns. For example, in lesson 2, students identify rhyming words, a basic skill. Then in lessons 86–90, students work on the more complex skill of blending final consonant clusters.
Evaluation for 4.A.3b
In lesson 15, “A Picnic in the Rain,” the “Phonics/Word Work” section provides explicit instruction for encoding phonograms with a VC pattern (-ug, -ut, -un). For example, the educator writes the words bug, rug, tug, dug, and hug on chart paper and underlines the -ug pattern in each word. The students then use magnetic letters to create various words using the -ug pattern. The class repeats this process using words with the -ut and -un patterns.
In lesson 53, “All About Sled Dogs,” the “Phonics/Word Work” section provides explicit instruction for decoding phonograms with the vowel combinations ai, ay, ee, and ea. For example, the educator writes the words rain, pair, trail, and chain on chart paper and points out that the two vowels ai stand for the long a sound. The educator repeats this process with ay, ee, and ea words. The students then receive word cards with the words chain, cheat, gray, leaf, meet, pair, play, rain, read, seat, stay, three, trail, tree, speed, and today. The students sort the words into columns by their vowel combinations, read one column of words, and use each word in a sentence.
Evaluation for 4.A.3c
In lesson 80, “The Boss,” the “Phonics/Word Work” section provides student practice in decoding and encoding words with vowel patterns with r. For example, the educator displays the words bar, car, far, and star on the whiteboard. Then the educator asks students what pattern they notice in these words, guiding them to see that all the vowels are followed by r and that the vowel sound is blended with r. The educator repeats this process with the words bird, dirt, shirt, third, burn, churn, and turn. Then the educator gives the students cards to sort by vowel patterns. The students take turns reading a word and using it in a sentence, then choose one word from each list and write sentences in their My Writing Book. However, the materials do not include cumulative student practice in decoding and encoding words using sound–spelling patterns.
In lesson 43, “Super Fox,” the “Phonics/Word Work” section provides student practice for decoding and encoding final consonants. The educator says the words fort and for, then asks the students what they notice about the two words, guiding them to hear the final consonant sound was deleted. Then the students take turns deleting the last sound in the words bust/bus, ramp/ram, seed/see, farm/far, wind/win, barn/bar, pink/pin, band/ban, pant/pan, and zoom/zoo. Next, the students use magnetic letters to make the word fort, remove the last letter, then read the new word. The students repeat this with the remaining words and choose one word pair to add to their My Words Chart. However, the materials do not include cumulative student practice in decoding and encoding words using sound–spelling patterns.
Evaluation for 4.A.3d
In lesson 76, “Wide Awakes,” the “Phonics/Word Work” section provides student practice for sound–spelling patterns that have been explicitly taught. For example, the educator introduces the final consonant digraphs -ck and -sh using the words duck, sick, stack, stick, tack, truck, cash, dash, rush, swish, trash, and wish. The educator asks students to notice the endings of the words, guiding them to see that all the words end with the consonant digraphs -ck or -sh and to hear how the consonants represent one sound. Students then identify, sort, read, and use words with the -ck and -sh patterns in sentences.
In lesson 78, “Bird Feeders,” the “Phonics/Word Work” section provides student practice for sound–spelling patterns that have been explicitly taught. For example, the educator introduces vowel patterns with r using the words chair, fair, flair, hair, pair, stair, bare, dare, glare, hare, share, and stare. The educator asks students to identify the pattern in the words, guiding them to see that all the words have two vowels followed by r and to hear how the vowel sound is blended with r. Students then identify the vowel pattern in each word, sort the words by vowel pattern, read them, and write sentences using the selected words.
Evaluation for 4.B.3a
In the LLI Blue System Guide, Appendix E provides a list of regular and irregular high-frequency words by lesson, progressing from simple words such as I, can, and me in lesson 1 to more complex words such as enough and guess in lesson 101. However, the materials do not include a systematic sequence for introducing these high-frequency words, and the words are not from a research-based list in alignment with grade-level TEKS.
In lesson 4, “The Tide,” the “Goals” section specifies that one goal of the “Phonics/Word Work” section is to recognize the high-frequency words quickly. A goal of the “Writing About Reading” section is to write a few high-frequency words quickly. However, the materials do not include a systematic sequence for introducing these high-frequency words, and the words are not from a research-based list in alignment with grade-level TEKS.
Evaluation for 4.B.3b
In lesson 13, “The Mitten,” the “Letter/Word Work” section prompts the educator to write the word saw using magnetic letters and read it to the students. The educator then asks students to locate the word in the book The Mitten. The students then make the word saw 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 went, then, said, of, and here. However, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
In lesson 29, “The Trip,” the “Letter/Word Work” section prompts the educator to write the word what using magnetic letters and read it to the students. The educator then asks students to locate the word in the book The Trip. The students then make the word what 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 where, may, and take. 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 lesson 43, “Super Fox,” the “Letter/Word Work” section prompts the educator to write the word high using magnetic letters and read it to the students. The educator then asks the students to locate the word in the book Super Fox. The students then make the word high 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 who and know. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in either isolation or a decodable text.
In lesson 119, “Chester Greenwood’s Big Idea,” the “Letter/Word Work” section prompts the educator to write the word animal using magnetic letters and read it to the students. The educator then asks the students to locate the word in the book Chester Greenwood’s Big Idea. The students then make the word animal several times on their own, reading it each time by running their finger under the word as they say it. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in either isolation or a decodable text.
Evaluation for 4.B.3d
In lesson 15, “A Picnic in the Rain,” the “Letter/Word Work” section prompts students to practice the irregular high-frequency word was. The educator writes the word but on a whiteboard then reads the word to the students and uses it in a sentence. The students then locate but in the book A Picnic in the Rain. Using magnetic letters, the students make the word several times, reading it aloud each time while running a finger under the word. The educator and the students repeat the process with the words was, my, like, they, and do. The educator then asks the students what they notice about the words that will make it easier for them to remember. The students then add all the words to their word bags. However, student practice includes regular and irregular high-frequency words that have not yet been explicitly taught. For example, the book A Picnic in the Rain, includes the high-frequency word have, which is not taught until lesson 23.
In lesson 21, “Chicken Little,” the “Letter/Word Work” section prompts students to practice the regular high-frequency words go, run, all, and let. The educator writes the word go on a whiteboard and reads the word to the students. Using magnetic letters, the students make the word several times, each time reading it aloud while running a finger under the word. The educator and students repeat this process with the words run, all, and let. The educator then asks the students what they notice about the words that will make it easier for them to remember. The students then add all the words to their word bags. However, student practice includes regular and irregular high-frequency words that have not yet been explicitly taught. For example, the book Chicken Little includes the high-frequency word never, which is not taught until lesson 45.
Evaluation for 4.C.3a
In the LLI Blue System Guide, Appendix D provides an overview for introducing syllable types and syllable division principles within the materials. The lessons progress from VC patterns -ad, -am, -ap, -ed, -en, -et, -in, -it, -ip, -og, -op, -ob, -ug, -ut, and -un in lessons 11–15 to VCe patterns -ike, -ide, -ive, -ake, -ame, -ale, -one, -ope, and -ore in lessons 18–20. However, the materials do not include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS.
In the LLI Blue System Guide, Appendix D provides an overview for introducing syllable types and syllable division principles within the materials. The lessons progress from vowel combinations ay, ai, ea, ee, oa, ue, ui, and oe in lessons 53 and 54 to VVC words with double vowels and vowel combinations in lessons 66–70. However, 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
In lesson 12, “At the Fair,” the “Phonics/Word Work” section prompts students to decode and encode one-syllable words with the VC patterns -ed, -en, and -et. The educator creates a three-column chart, writes red, bed, fed, and wed in the first column, and reads the words aloud. Then, the educator asks the students what they notice about the words, guiding them to see and hear the -ed pattern in each word. The educator repeats the process in the second and third columns with the words ten, men, hen, pen, den, get, met, vet, pet, and jet so the students can recognize the -en and -et patterns. The students then create various words with the -ed, -en, and -et patterns using magnetic letters. The students read each word, then write the words on the My Words Chart and underline the ending pattern. Although students engage in decoding and encoding closed syllables, the lesson does not provide explicit instruction in using syllable patterns to decode or encode one-syllable or multisyllabic words.
In lesson 70, “The Play Date,” the “Phonics/Word Work” section prompts students to decode and encode one-syllable and multisyllabic words with double vowels and VVC vowel combinations. The educator creates a three-column chart, writes boat, coat, float, and throat in the first column, and reads the words aloud. Then, the educator asks the students what they notice about the words, guiding them to see and hear the -oat pattern in each word. The educator repeats the process in the second and third columns with the words flour, hour, sour, scour, about, pout, spout, and shout so the students can recognize the -our and -out patterns. The students then create various words with the -oat, -our, and -out patterns using magnetic letters and read the words while running their finger under the word to check the sound/letter sequence. Although students engage in decoding and encoding VVC syllable types, the lesson does not provide explicit instruction in using syllable patterns to decode or encode one-syllable or multisyllabic words.
Evaluation for 4.C.3c
In lesson 47, “At the Beach,” the “Letter/Word Work” section prompts students to decode and encode the one-syllable word there. The educator writes the word there on a whiteboard, reads it, and uses it in a sentence. The students then locate the word in the book At the Beach. Students then create the word several times using magnetic letters, reading it each time while running their finger under it. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words.
In lesson 62, “The Perfect Picnic,” the “Optional Letter/Word Work” section prompts students to decode and encode multisyllabic words. The educator chooses a verb with a silent e, such as bake, and asks students to write sentences in their My Writing Book using that word. Students must describe something that happened in the past and then describe something happening now, so they can practice inflectional endings. Then students take turns reading their sentences to the group. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words.
Evaluation for 4.C.3d
In lesson 70, “The Play Date,” the “Phonics/Word Work” section prompts students to practice VVC syllable types. The educator explains that sometimes a vowel combination sounds like the name of the first vowel, and sometimes it sounds like other sounds. The educator reads the words that the class previously added to a chart in prior lessons and discusses the double vowels and vowel combinations in these words. Then the educator creates a new three-column chart, writes the words boat, coat, float, and throat in the first column, reads each word aloud, and uses it in a sentence. Then the educator asks the students what they notice about the words, guiding them to see the -oat spelling patterns and to hear the long o sound. Next, the educator repeats the process in the second column with the words flour, hour, sour, and scour, focusing on the -our spelling pattern and hearing that ou does not represent the long o sound but instead has a unique vowel sound. The educator repeats the process in the third column with the words about, pout, spout, and shout. Finally, the students use magnetic letters to create and read the words goat, oat, our, scour, scout, and snout. However, student practice does not include any instruction on syllable types or syllable division principles.
In lesson 18, “Pinky the Pig,” the “Phonics/Word Work” section prompts students to practice VCe syllable types. The educator explains that if a word has a vowel, a consonant, and a silent e at the end, the vowel sound is usually the name of the first vowel. The educator places the words like, bike, hike, and pike in a pocket chart, reads each word, and uses each word in a sentence. Next, the educator asks the students what they notice about these words, guiding them to see that they have the same -ike pattern and that the first vowel makes the long i sound. The educator repeats the process with the words side, ride, hide, wide, five, live, dive, and hive, underlining the -ide and -ive patterns. Then the educator gives the students the words bike, hike, pike, ride, hide, wide, live, dive, and hive, and asks them to read each word and underline the phonogram pattern that starts with the long i sound. The students then place the words into the correct column in the pocket chart. Finally, the students read the entire chart together, choose one word from each column to add to their My Words Chart, and underline the VCe pattern. However, student practice does not include any instruction on syllable types or syllable division principles.
Evaluation for 4.D.3a
In the LLI Blue System Guide, Appendix D provides an overview of the systematic sequence for introducing morphemes within the materials. The lessons progress from the inflectional endings -ed and -ing in lessons 57–62, to the inflectional endings -s and -es in lesson 81, to the plural endings -s and -es in lesson 82.
In the LLI Blue System Guide, Appendix D provides an overview of the systematic sequence for introducing morphemes within the materials. The lessons progress from the suffixes -er and -est in lessons 86–90 to the prefixes re-, un-, dis-, non-, mis-, and mal- in lessons 118–120.
Evaluation for 4.D.3b
In lesson 57, “The Coyote and the Rabbit,” the “Phonics/Word Work” section includes explicit instruction on morphological skills. The educator explains how to add -ed to the end of some verbs to show that something has already happened and that -ed can sound like /d/, /ed/, or /t/. The educator displays the words owned, closed, shared, stored, tired, and moaned in a column, reads each word aloud, and uses each word in a sentence. The educator asks the students what they notice about these words, guiding them to understand that when -ed is at the end of a word it makes the word past tense. The educator also guides students to hear that -ed sounds like /d/. The educator then displays the words added, wanted, seated, lifted, waited, and lasted in the second column, asks students what they notice about these words, and guides them to hear that -ed sounds like /ed/. Next, the educator displays the words looked, walked, jumped, talked, raked, and camped in the third column, asks the students what they notice about these words, and guides them to hear that -ed sound like /t/. Finally, the students sort the words by type of -ed sound, then take turns reading one column of words and using each word in a sentence.
In lesson 61, “Road Builders,” the “Phonics/Word Work” section 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 reads the chart that the class created in a previous lesson, writes the words cut, run, and stop at the bottom of the list in the first column, and writes cutting, running, and stopping in the fourth column. The educator reads each word aloud and uses each word in a sentence. Next, the educator asks the students what they notice about these words, guiding them to see that when a word ends with one vowel and one consonant, the consonant is doubled before adding -ing. The students practice this principle by writing chat, get, hit, put, trap, and win in their My Writing Book and then construct the present participle of each verb. The students then write a sentence for both forms of the verb.
Evaluation for 4.D.3c
In lesson 118, “The Pirates,” the “Phonics/Word Work” section includes student practice of morphological skills. The educator creates a six-column chart and writes the words reread, replay, and reset in the first column. The educator then asks the students what they notice and guides them to see that re- is added to the beginnings of the base words to mean again. Next, the educator writes the words unmask, unhook, and unrest in the second column, asks students what they notice, and guides them to see that un- is added to the base words to mean not or the opposite of. The educator gives the students the words regain, remake, renew, replay, reread, resend, reset, rewrite, undo, unfold, unhook, unlatch, unload, unmask, unrest, and unwanted. Students read the words, underline the prefixes, and sort the words into two columns by their prefixes. The students take turns choosing a word from each column to use in a sentence, then add it to their My Words Chart. However, the materials do not include cumulative student practice of morphological skills.
In lesson 87, “The City Mouse and the Country Mouse,” the “Phonics/Word Work” section includes student practice of morphological skills. The educator creates a three-column chart and writes sad in the first column, sadder in the second, and saddest in the third. The educator reads each word aloud and uses each word in a sentence. The educator then asks the students what they notice and guides them to see that because sad ends with one vowel and one consonant, the final consonant is doubled before adding -er or -est to the base word. The educator repeats this process with flat, flatter, flattest, and big, bigger, biggest. Then the educator gives each student a base word to write on the chart and guides them to write two words to show comparison, such as hot, mad, or thin. Finally, the students choose a base word and write three sentences showing comparison in their My Writing Book. However, the materials do not include cumulative student practice of morphological skills.
Evaluation for 4.D.3d
In lesson 114, “Too Many Teeth,” the “Phonics/Word Work” section includes student practice for morphemes that have been explicitly taught. The educator writes the words bicycle and bicyclist on a chart, then reads each word aloud and uses each word in a sentence. Then the educator asks the students what they notice, guiding them to see that the final e is dropped before adding -ist to the end of bicycle to name a person who rides a bicycle. The educator repeats the process with burgle and burglar, guiding the students to see the final e was dropped before adding -ar to end. Next, the educator gives the students the words artist, beggar, burglar, pianist, stylist, tourist, and typist so they can work together to read the words, underline the suffixes -ist and -ar, and then sort the words into two lists by suffix. Next, the students choose one word from each list to add to their My Words Chart and underline the suffixes. Finally, the educator mixes up words from this lesson and a previous one so the students can sort them into four columns by suffix, take turns reading one column, and use each word in a sentence.
In lesson 120, “Animals with Wings,” the “Phonics/Word Work” section includes student practice for morphemes that have been explicitly taught. The educator reads the first four columns of the chart they made in previous lessons, then adds the words misspoke, misstep, and misshapen to the fifth column. The educator reads each word aloud and uses each word in a sentence. Then the educator asks the students what they notice, guiding them to see that mis- is added to the beginnings of base words to mean bad/badly or wrong/wrongly. The educator repeats this process with the words malcontent, malpractice, and maltreatment to guide the students to see that mal- is added to the beginning of a base word to mean bad/badly or wrong/wrongly. Next, the educator gives the students the words mislead, mismatch, misplace, misshapen, misspell, misspoke, misstep, misuse, malcontent, malformed, malfunction, malnutrition, malpractice, and maltreatment. The students read the words, underline the prefixes, and sort the words into two columns by their prefixes. Finally, the students take turns choosing one word from each column to use in a sentence and add to their My Words Chart.
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
Lesson 87, “The City Mouse and the Country Mouse,” prompts students to solve unfamiliar words in the section “Rereading and Assessment” by asking “Do you know a word that would make sense and look (start, end) like ___?” and “Does that make sense and look right?” These prompts encourage 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.
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
In the LLI Blue System Guide, Appendix D provides a “Master Plan for Word Work in the LLI Blue System” that lays out the phonological awareness skills that each lesson addresses. For example, in lesson 2, students identify rhyming words, a basic skill. Then in lesson 106, students work on the more complex skill of blending consonant clusters scr and str.
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
In the LLI Blue System Guide, Appendix D provides a “Master Plan for Word Work in the LLI BlueSystem” that lays out the phonemic awareness skills that each lesson addresses. For example, in lesson 26 under the “Phonics/Word Work” section, students identify the beginning phoneme of words and add phonemes to the beginning of words to change them. In lesson 52 under the “Phonics/Word Work” section, students replace middle 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
In lesson 16, “Tug-of-War,” the “Phonics/Word Work” section provides explicit instruction for blending words with three phonemes.The educator uses sound boxes to help students listen for and record each sound in a word. The educator models saying the word pot, segmenting each sound, and writing the letters inside the boxes. The students then complete this practice using the words pit, leg, fan, and him.
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, in lesson 44, “Andy Fox at School,” the “Optional Letter/Word Work” section provides additional student practice for adding ending phonemes to words to make new words. Students use magnetic letters to create the word see and then make the words seen and seek. The students repeat this practice with the word for, changing the last phoneme to make the words form, fort, and fork. However, the materials do not include cumulative student practices of phonological and phonemic awareness skills.
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
In lesson 13, “The Mitten,” the “Phonics/Word Work” section provides practice for phonological awareness skills that have been explicitly taught, such as reading, identifying, and building words with the VC phonogram patterns -in, -it, and -ip. The educator creates a chart and writes the words pin, win, fin, tin, and bin in the first column, reading each word as they go. The students point out the -in pattern in each word, repeating this process for the -it and -ip patterns. Finally, the students use magnetic letters to create words using the -in, -it, and -ip patterns. The student practice activity includes only skills that have been explicitly taught.
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
The LLI Blue System Guide, Appendix D provides a “Master Plan for Word Work in the LLI Blue System” that includes a systematic sequence for introducing sound–spelling patterns. For example, in lesson 2, students identify rhyming words, a basic skill. Then in lessons 86–90, students work on the more complex skill of blending final consonant clusters.
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
In lesson 53, “All About Sled Dogs,” the “Phonics/Word Work” section provides explicit instruction for decoding phonograms with the vowel combinations ai, ay, ee, and ea. For example, the educator writes the words rain, pair, trail, and chain on chart paper and points out that the two vowels ai stand for the long a sound. The educator repeats this process with ay, ee, and ea words. The students then receive word cards with the words chain, cheat, gray, leaf, meet, pair, play, rain, read, seat, stay, three, trail, tree, speed, and today. The students sort the words into columns by their vowel combinations, read one column of words, and use each word in a sentence.
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
In lesson 43, “Super Fox,” the “Phonics/Word Work” section provides student practice for decoding and encoding final consonants. The educator says the words fort and for, then asks the students what they notice about the two words, guiding them to hear the final consonant sound was deleted. Then the students take turns deleting the last sound in the words bust/bus, ramp/ram, seed/see, farm/far, wind/win, barn/bar, pink/pin, band/ban, pant/pan, and zoom/zoo. Next, the students use magnetic letters to make the word fort, remove the last letter, then read the new word. The students repeat this with the remaining words and choose one word pair to add to their My Words Chart. 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
In lesson 78, “Bird Feeders,” the “Phonics/Word Work” section provides student practice for sound–spelling patterns that have been explicitly taught. For example, the educator introduces vowel patterns with r using the words chair, fair, flair, hair, pair, stair, bare, dare, glare, hare, share, and stare. The educator asks students to identify the pattern in the words, guiding them to see that all the words have two vowels followed by r and to hear how the vowel sound is blended with r. Students then identify the vowel pattern in each word, sort the words by vowel pattern, read them, and write sentences using the selected words.
4.B.3 High-Frequency Words (English Reading Language Arts)
4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 4.B.3a
Evaluation for 4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
In lesson 4, “The Tide,” the “Goals” section specifies that one goal of the “Phonics/Word Work” section is to recognize the high-frequency words quickly. A goal of the “Writing About Reading” section is to write a few high-frequency words quickly. However, the materials do not include a systematic sequence for introducing these high-frequency words, and the words are not 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
In lesson 29, “The Trip,” the “Letter/Word Work” section prompts the educator to write the word what using magnetic letters and read it to the students. The educator then asks students to locate the word in the book The Trip. The students then make the word what 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 where, may, and take. 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 lesson 119, “Chester Greenwood’s Big Idea,” the “Letter/Word Work” section prompts the educator to write the word animal using magnetic letters and read it to the students. The educator then asks the students to locate the word in the book Chester Greenwood’s Big Idea. The students then make the word animal several times on their own, reading it each time by running their finger under the word as they say it. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in either 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 lesson 21, “Chicken Little,” the “Letter/Word Work” section prompts students to practice the regular high-frequency words go, run, all, and let. The educator writes the word go on a whiteboard and reads the word to the students. Using magnetic letters, the students make the word several times, each time reading it aloud while running a finger under the word. The educator and students repeat this process with the words run, all, and let. The educator then asks the students what they notice about the words that will make it easier for them to remember. The students then add all the words to their word bags. However, student practice includes regular and irregular high-frequency words that have not yet been explicitly taught. For example, the book Chicken Little includes the high-frequency word never, which is not taught until lesson 45.
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 the LLI Blue System Guide, Appendix D provides an overview for introducing syllable types and syllable division principles within the materials. The lessons progress from vowel combinations ay, ai, ea, ee, oa, ue, ui, and oe in lessons 53 and 54 to VVC words with double vowels and vowel combinations in lessons 66–70. However, 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 lesson 70, “The Play Date,” the “Phonics/Word Work” section prompts students to decode and encode one-syllable and multisyllabic words with double vowels and VVC vowel combinations. The educator creates a three-column chart, writes boat, coat, float, and throat in the first column, and reads the words aloud. Then, the educator asks the students what they notice about the words, guiding them to see and hear the -oat pattern in each word. The educator repeats the process in the second and third columns with the words flour, hour, sour, scour, about, pout, spout, and shout so the students can recognize the -our and -out patterns. The students then create various words with the -oat, -our, and -out patterns using magnetic letters and read the words while running their finger under the word to check the sound/letter sequence. Although students engage in decoding and encoding VVC syllable types, the lesson does not provide explicit instruction in using syllable patterns to decode or encode 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 lesson 62, “The Perfect Picnic,” the “Optional Letter/Word Work” section prompts students to decode and encode multisyllabic words. The educator chooses a verb with a silent e, such as bake, and asks students to write sentences in their My Writing Book using that word. Students must describe something that happened in the past and then describe something happening now, so they can practice inflectional endings. Then students take turns reading their sentences to the group. 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 lesson 18, “Pinky the Pig,” the “Phonics/Word Work” section prompts students to practice VCe syllable types. The educator explains that if a word has a vowel, a consonant, and a silent e at the end, the vowel sound is usually the name of the first vowel. The educator places the words like, bike, hike, and pike in a pocket chart, reads each word, and uses each word in a sentence. Next, the educator asks the students what they notice about these words, guiding them to see that they have the same -ike pattern and that the first vowel makes the long i sound. The educator repeats the process with the words side, ride, hide, wide, five, live, dive, and hive, underlining the -ide and -ive patterns. Then the educator gives the students the words bike, hike, pike, ride, hide, wide, live, dive, and hive, and asks them to read each word and underline the phonogram pattern that starts with the long i sound. The students then place the words into the correct column in the pocket chart. Finally, the students read the entire chart together, choose one word from each column to add to their My Words Chart, and underline the VCe pattern. However, student practice does not include any instruction on syllable types or syllable division principles.
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
In the LLI Blue System Guide, Appendix D provides an overview of the systematic sequence for introducing morphemes within the materials. The lessons progress from the suffixes -er and -est in lessons 86–90 to the prefixes re-, un-, dis-, non-, mis-, and mal- in lessons 118–120.
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
In lesson 61, “Road Builders,” the “Phonics/Word Work” section 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 reads the chart that the class created in a previous lesson, writes the words cut, run, and stop at the bottom of the list in the first column, and writes cutting, running, and stopping in the fourth column. The educator reads each word aloud and uses each word in a sentence. Next, the educator asks the students what they notice about these words, guiding them to see that when a word ends with one vowel and one consonant, the consonant is doubled before adding -ing. The students practice this principle by writing chat, get, hit, put, trap, and win in their My Writing Book and then construct the present participle of each verb. The students then write a sentence for both forms of the verb.
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
In lesson 87, “The City Mouse and the Country Mouse,” the “Phonics/Word Work” section includes student practice of morphological skills. The educator creates a three-column chart and writes sad in the first column, sadder in the second, and saddest in the third. The educator reads each word aloud and uses each word in a sentence. The educator then asks the students what they notice and guides them to see that because sad ends with one vowel and one consonant, the final consonant is doubled before adding -er or -est to the base word. The educator repeats this process with flat, flatter, flattest, and big, bigger, biggest. Then the educator gives each student a base word to write on the chart and guides them to write two words to show comparison, such as hot, mad, or thin. Finally, the students choose a base word and write three sentences showing comparison in their My Writing Book. However, 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
In lesson 120, “Animals with Wings,” the “Phonics/Word Work” section includes student practice for morphemes that have been explicitly taught. The educator reads the first four columns of the chart they made in previous lessons, then adds the words misspoke, misstep, and misshapen to the fifth column. The educator reads each word aloud and uses each word in a sentence. Then the educator asks the students what they notice, guiding them to see that mis- is added to the beginnings of base words to mean bad/badly or wrong/wrongly. The educator repeats this process with the words malcontent, malpractice, and maltreatment to guide the students to see that mal- is added to the beginning of a base word to mean bad/badly or wrong/wrongly. Next, the educator gives the students the words mislead, mismatch, misplace, misshapen, misspell, misspoke, misstep, misuse, malcontent, malformed, malfunction, malnutrition, malpractice, and maltreatment. The students read the words, underline the prefixes, and sort the words into two columns by their prefixes. Finally, the students take turns choosing one word from each column to use in a sentence and add to their My Words Chart.
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, lesson 27, “Little Bat,” states that students will encounter “familiar vocabulary” and “label for bat.” However, there is no explicit instruction on any specific vocabulary words using multiple strategies to teach word meaning.
In lesson 37, “Taking Care of Meli,” the “Introducing the Text” section introduces students to the word messy. The educator asks the students if they know what messy means, but the materials do not elaborate on the definition in the event that the students do not know what it means. 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, lesson 40, “The Birthday Song,” states that students will encounter “mostly familiar vocabulary” along with names for animals and animal sounds. However, there is no explicit instruction on any specific vocabulary words, nor are there high-utility tier 2 and tier 3 academic vocabulary.
In lesson 53, “All About Sled Dogs,” the “Introducing the Text” section prompts the educator to read a list of words that mushers use. Students read the meaning of the words, such as hike meaning get going. However, there is no explicit instruction on any specific vocabulary words, nor are there high-utility tier 2 and tier 3 academic vocabulary.
Evaluation for 5.1c
Each lesson contains an “Analysis of New Book Characteristics” section that includes a list of targeted vocabulary. For example, lesson 42, “Pig’s New House,” states that students will learn the names of building parts, materials, and animals. However, there are no repeated opportunities for students to practice using specific vocabulary in multiple contexts.
Each lesson contains an “Analysis of New Book Characteristics” section that includes a list of targeted vocabulary. For example, lesson 46, “The Hug,” states that students will learn many different names, such as Pins, Mouse, Hoot, and Skunk, alongside words for activities, such as shake hands, play my drum, and put on this jacket. 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 Blue, lesson 114, “Too Many Teeth,” the educator explains that adding -ist and dropping the e to bicycle makes bicyclist, which is the name of a person who rides a bike. The educator then explains that adding -ar and dropping the e in burgle makes burglar, which is the name of a person who burgles. The students are then given the words artist, beggar, burglar, pianist, stylist, tourist, and typist, and must sort them by suffix. However, there is no explicit instruction using morphemic analysis to determine word meaning.
In lesson 118, “The Pirates,” the “Phonics/Word Work” section prompts the educator to explain that adding re- to the beginning of a word means again while adding un- to the beginning of a word means not or the opposite of. The educator gives the students the words regain, remake, renew, replay, reread, resend, reset, rewrite, undo, unfold, unhook, unlatch, unload, unmask, unrest, and unwanted. Students then sort the words by prefix. However, there is no explicit instruction using morphemic analysis to determine word meaning.
Evaluation for 5.2b
In lesson 113, “All About Astronauts,” the “Phonics/Word Work” section prompts the educator to write the words teach, teacher, shop, shopper, decorate, and decorator on the whiteboard. The educator explains that adding -er or -or to a verb makes the name of a person who does that verb. The educator then gives the students the words actor, baker, conductor, decorator, governor, inventor, runner, shopper, teacher, and worker. The students sort the words by suffix. However, the students do not practice using morphemic analysis to determine word meaning.
In lesson 119, “Chester Greenwood’s Big Idea,” the “Phonics/Word Work” section prompts the educator to use the words disable, disapprove, disbelief, nonlethal, nontoxic, and nonverbal to explain that the prefixes dis- and non- mean not or opposite of. The educator then gives students the words disable, disagree, disappear, disapprove, disbelief, disclaim, discomfort, disconnect, nonfiction, nonlethal, nonreader, nonsense, nonstop, nontoxic, and nonverbal. Students sort the words by prefixes. However, the students do not practice using morphemic analysis to determine word meaning.
Evaluation for 5.2c
In lesson 34, “Billy’s Pen,” the “Introducing the Text” section prompts the educator to define the word pen for students who need it. However, there is no explicit instruction on using contextual analysis to determine word meaning.
In lesson 25, “Meli at the Vet,” the “Introducing the Text” section prompts the educator to ask students if they know what a vet is. The educator then explains that a vet is a doctor for pets, and that the word could be confused with veteran. However, there is no explicit instruction on using contextual analysis to determine word meaning.
Evaluation for 5.2d
In lesson 1, “The Little Red Hen,” the “Reading the Text” section prompts students to read for meaning after the educator asks, “What did the dog say?” However, the materials do not include opportunities for students to practice using contextual analysis to determine word meaning.
In lesson 18, “Pinky the Pig,” the “Reading the Text” section prompts students to use pictures to infer meaning and solve new words, such as carrots and umbrella. 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 lesson 37, “Taking Care of Meli,” the “Introducing the Text” section introduces students to the word messy. The educator asks the students if they know what messy means, but the materials do not elaborate on the definition in the event that the students do not know what it means. 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 lesson 53, “All About Sled Dogs,” the “Introducing the Text” section prompts the educator to read a list of words that mushers use. Students read the meaning of the words, such as hike meaning get going. However, there is no explicit instruction on any specific vocabulary words, nor are there high-utility tier 2 and tier 3 academic vocabulary.
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
Each lesson contains an “Analysis of New Book Characteristics” section that includes a list of targeted vocabulary. For example, lesson 46, “The Hug,” states that students will learn many different names, such as Pins, Mouse, Hoot, and Skunk, alongside words for activities, such as shake hands, play my drum, and put on this jacket. 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 lesson 118, “The Pirates,” the “Phonics/Word Work” section prompts the educator to explain that adding re- to the beginning of a word means again while adding un- to the beginning of a word means not or the opposite of. The educator gives the students the words regain, remake, renew, replay, reread, resend, reset, rewrite, undo, unfold, unhook, unlatch, unload, unmask, unrest, and unwanted. Students then sort the words by prefix. 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 lesson 119, “Chester Greenwood’s Big Idea,” the “Phonics/Word Work” section prompts the educator to use the words disable, disapprove, disbelief, nonlethal, nontoxic, and nonverbal to explain that the prefixes dis- and non- mean not or opposite of. The educator then gives students the words disable, disagree, disappear, disapprove, disbelief, disclaim, discomfort, disconnect, nonfiction, nonlethal, nonreader, nonsense, nonstop, nontoxic, and nonverbal. Students sort the words by prefixes. 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 lesson 25, “Meli at the Vet,” the “Introducing the Text” section prompts the educator to ask students if they know what a vet is. The educator then explains that a vet is a doctor for pets, and that the word could be confused with veteran. 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 lesson 18, “Pinky the Pig,” the “Reading the Text” section prompts students to use pictures to infer meaning and solve new words, such as carrots and umbrella. 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 lesson 1, “The Little Red Hen,” the “Introducing the Text” section prompts the educator to introduce the book to students and read selected pages. The educator focuses on saying and reading tricky words and prompts students to notice various details. However, the materials do not provide associated instructions on how to model appropriate reading rate, accuracy, and prosody.
In lesson 85, “All About African Elephants,” the “Introducing the Text” section prompts the educator to introduce the book to students and read selected pages. The educator focuses on saying and reading tricky words and prompts students to notice various details. However, the materials do not provide associated instructions on how to model appropriate reading rate, accuracy, and prosody.
Evaluation for 6.1b
In lesson 56, “Going Camping,” the “Phonics/Word Work” section prompts students to read columns of words with the oi and oy vowel teams. Then students create new words with the ow and ou vowel combinations using magnetic letters and 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 lesson 77, “All About the Sonoran Desert,” the “Phonics/Word Work” section prompts students to read columns of words with the -ck and -sh digraphs. Then students create new words with the -th and -ng digraphs using magnetic letters and 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 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 students read a new text at their reading level. For example, in lesson 35, “The Muddy Mess,” students reread the Level D text “Billy’s Pen,” and the Level C text “A Fast Fox.” The students then read a new Level F text, “A Muddy Mess.”
Each even-numbered lesson includes a “Rereading and Assessment” section in which students reread two texts: one above their current reading level for assessment purposes and the other at their current reading level. Then students read a new text at their reading level. For example, in lesson 66, “The New Roof,” students reread the Level I text “The Fun Club Goes to the Post Office,” and the Level G text “A Party for Panda.” The students then read a new Level G text, “The New Roof.”
Evaluation for 6.1d
The LLI Blue System includes a variety of texts at different levels of complexity from Level C through Level N. For example, lessons 1–10 include texts at Level C, while lessons 71–80 include texts at Level J.
The LLI Blue System includes a variety of texts at different levels of complexity from Level C through Level N. For example, lessons 41–50 include texts at Level G, while lessons 111–120 include texts at Level N.
Evaluation for 6.1e
The Prompting Guide, Part 1, “Maintaining Fluency” section provides explicit guidance for educators to teach, prompt, and reinforce fluent reading. The section provides educators with scripted feedback for reading rate, pausing, phrasing, word stress, intonation, and integration. The section also includes 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 lesson 69, “The Wind and the Sun,” educators prompt students to use phrasing, word stress, and intonation to make reading aloud sound like talking.
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 lesson 85, “All About African Elephants,” the “Introducing the Text” section prompts the educator to introduce the book to students and read selected pages. The educator focuses on saying and reading tricky words and prompts students to notice various details. 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 lesson 77, “All About the Sonoran Desert,” the “Phonics/Word Work” section prompts students to read columns of words with the -ck and -sh digraphs. Then students create new words with the -th and -ng digraphs using magnetic letters and 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 even-numbered lesson includes a “Rereading and Assessment” section in which students reread two texts: one above their current reading level for assessment purposes and the other at their current reading level. Then students read a new text at their reading level. For example, in lesson 66, “The New Roof,” students reread the Level I text “The Fun Club Goes to the Post Office,” and the Level G text “A Party for Panda.” The students then read a new Level G text, “The New Roof.”
6.1d
Materials include a variety of texts at different levels of complexity.
Materials include a variety of texts at different levels of complexity.
1 out of 1 points
Evaluation for 6.1d
Evaluation for 6.1d
Materials include a variety of texts at different levels of complexity.
1 out of 1 points
The LLI Blue System includes a variety of texts at different levels of complexity from Level C through Level N. For example, lessons 41–50 include texts at Level G, while lessons 111–120 include texts at Level N.
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 lesson 69, “The Wind and the Sun,” educators prompt students to use phrasing, word stress, and intonation to make reading aloud sound like talking.
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 lesson 49, “Fighting Fires,” the “Analysis of New Book Characteristics” and “Introducing the Text” sections prompt students to read an informative nonfiction text that explains the functions of firefighters along with the tools and equipment they use, such as ladder trucks, water hoses, fire hydrants, and fireboats. Students use different categories of information, photographs, descriptions, and technical words related to firefighting, such as firefighter and fireboat, to build their understanding of the role and importance of firefighters in society. The lesson provides opportunities for students to read a high-quality, grade-level, complex informational text.
In lesson 11, “The Drip,” the “Analysis of New Book Characteristics” and “Introducing the Text” sections prompt students to read a realistic fiction text that follows a grandma as she tries to fix a leaky faucet using humorous, ineffective methods while her husband sleeps. Students interpret split dialogue and a sequence of events to understand the themes of caring for a house. Students also explore family relationships using a variety of sentences that include prepositional phrases in the past tense and household vocabulary words, such as sock, tape, and balloon. The lesson provides opportunities for students to read a high-quality, grade-level, complex literary text.
Evaluation for 8.1b
In lesson 20, “In My Room,” the “Analysis of New Book Characteristics” section provides opportunities for students to read a high-quality text representing one level of text complexity within the program. Students read a nonfiction text with a first-person narrator who directly addresses the reader, using a repeating pattern with some variation, as a boy shows many things he likes in his room, such as rocks, cars, and shells. The text includes simple sentence structures written in the present tense with prepositional phrases and content-specific vocabulary, such as books and puzzles, which increase text complexity.
In lesson 48, “Ants on a Log,” the “Analysis of New Book Characteristics” section provides opportunities for students to read a high-quality realistic fiction text representing a different level of text complexity within the program. Students interpret a narrative about two young boys who want a snack but refuse to try their dad’s suggestion of ants on a log until he makes it for them. The text integrates themes of family relationships and varying sentence lengths written in the present, past, and future tenses with split dialogue spoken by three speakers to develop an understanding of increased text complexity.
Evaluation for 8.1c
In lesson 12, “At the Fair,” the “Introducing the Text” section includes relevant, engaging content that authentically reflects diverse backgrounds and experiences. The section explores familiar sights and animals at a fair, such as cows, sheep, goats, pigs, and horses. The section allows students to engage with the familiar aspects of fairs or be introduced to the concept, depending on their regional and cultural backgrounds.
In lesson 40, “The Birthday Song,” the “Introducing the Text” section includes engaging content that authentically reflects relevant backgrounds and experiences. The section humorously chronicles a young boy’s trip to a farm where all the animals, such as ducks, horses, and pigs, sing him the birthday song. The section explores the themes of having fun on a birthday, familial relations, and a young child’s imagination. Students can relate to this, as they all have birthdays.
Evaluation for 8.2a
In lesson 50, “The Broken Clock,” the “Introducing the Text” section activates and supplies background knowledge before students read the fictional text. The educator activates prior knowledge by having students discuss what they know about the Fixit Family from previous texts, such as “The Drip” and “Billy’s Pen.” The educator then goes through the major plot points of the story, explaining how Nana and Rose try to fix Nana’s clock that she loved and the challenges they encounter, before telling students to turn back to the beginning of the book to read and see how it ends.
In lesson 72, “Footprints,” the “Introducing the Text” section activates and supplies background knowledge before students read the fictional text. The educator activates prior knowledge by having students discuss their experiences making footprints in the snow or sand while explaining that the main character, Moosling, is a young moose who is still learning things. The educator then goes through the major plot points of the story, such as Moosling finding footprints and deciding to follow them, before telling students to turn back to the beginning of the book to read and see how it ends.
Evaluation for 8.2b
In lesson 39, “Mother Sea Turtle,” the “Introducing the Text” section instructs the educator to have students say the word crawls while running their pointer finger under it. 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 lesson 105, “Venus,” the “Introducing the Text” section prompts the educator to explain that Venus eats a crunchy cricket and asks the students which two letters they’d expect to see first in the word crunchy. Once the students locate the word crunchy in the text, they clap it out with the educator. 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 lesson 63, “All About Dinosaurs,” the “Discussing and Revisiting the Text” section asks students to provide text evidence to answer questions about the text’s plot. The questions include, “What were some of the ways the dinosaurs were different from each other?” and “Why is it important for scientists to do this work?” However, there is no explicit instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary.
In lesson 94, “Elephant and Tiger,” the “Discussing and Revisiting the Text” section asks students to provide text evidence to answer questions about the text’s plot. The questions include, “What happened to Tiger?” and “What did Elephant do?” However, there is no explicit instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary.
Evaluation for 8.2d
In lesson 38, “The Cold,” the “Discussing and Revisiting the Text” section asks students to provide text evidence to answer questions about the text’s plot. The questions include, “How does Kim try to cheer up Lizzy?” and “What do you think Lizzy was thinking when she went to see Kim and found that she was sick?” However, there are no opportunities for students to practice using contextual analysis to determine the word meaning of unfamiliar vocabulary.
In lesson 48, “Ants on a Log,” the “Discussing and Revisiting the Text” section asks students to provide text evidence to answer questions about the text’s plot. The questions include, “What did Miguel and Rafael want to eat after school?” and “Why didn’t Dad give them what they wanted?” 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 lesson 75, “The Hare and the Tortoise,” the “Discussing and Revisiting the Text” section asks students to provide text evidence to answer questions about the text’s plot. The questions include, “Why did the Hare want to run a race?” and “How did the other animals respond to his idea?” 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.
In lesson 81, “All About Robots,” the “Discussing and Revisiting the Text” section asks students to provide text evidence to answer questions about the text’s plot. The questions include, “What different kinds of robots does the writer describe?” and “What are some of the jobs that a robot can be told to do?” 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 lesson 78, “The Bird Feeders,” the “Reading the Text” and “Discussing and Revisiting the Text” sections 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 did Matt and Rose try to solve the problem?” The educator also uses inferential prompts, such as “Tell what you think will happen after the bear comes.” The section ends with key understandings to continue the students’ discussion by “Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text” using evidence from the narrative.
In lesson 84, “The Wise Blackbird,” the “Reading the Text” and “Discussing and Revisiting the Text” sections 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 did the blackbird react to what the bluebird had to say?” The educator also uses inferential questions, such as “The title of this story is ‘The Wise Blackbird.’ Why was the blackbird wise? What did he teach the bluebird?” The section ends with key understandings to continue the students’ discussion by “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 lesson 11, “The Drip,” the “Analysis of New Book Characteristics” and “Introducing the Text” sections prompt students to read a realistic fiction text that follows a grandma as she tries to fix a leaky faucet using humorous, ineffective methods while her husband sleeps. Students interpret split dialogue and a sequence of events to understand the themes of caring for a house. Students also explore family relationships using a variety of sentences that include prepositional phrases in the past tense and household vocabulary words, such as sock, tape, and balloon. The lesson provides opportunities for students 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 lesson 48, “Ants on a Log,” the “Analysis of New Book Characteristics” section provides opportunities for students to read a high-quality realistic fiction text representing a different level of text complexity within the program. Students interpret a narrative about two young boys who want a snack but refuse to try their dad’s suggestion of ants on a log until he makes it for them. The text integrates themes of family relationships and varying sentence lengths written in the present, past, and future tenses with split dialogue spoken by three speakers to develop an understanding of 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 lesson 40, “The Birthday Song,” the “Introducing the Text” section includes engaging content that authentically reflects relevant backgrounds and experiences. The section humorously chronicles a young boy’s trip to a farm where all the animals, such as ducks, horses, and pigs, sing him the birthday song. The section explores the themes of having fun on a birthday, familial relations, and a young child’s imagination. Students can relate to this, as they all have birthdays.
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
In lesson 72, “Footprints,” the “Introducing the Text” section activates and supplies background knowledge before students read the fictional text. The educator activates prior knowledge by having students discuss their experiences making footprints in the snow or sand while explaining that the main character, Moosling, is a young moose who is still learning things. The educator then goes through the major plot points of the story, such as Moosling finding footprints and deciding to follow them, before telling students to turn back to the beginning of the book to read and see how it ends.
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 lesson 105, “Venus,” the “Introducing the Text” section prompts the educator to explain that Venus eats a crunchy cricket and asks the students which two letters they’d expect to see first in the word crunchy. Once the students locate the word crunchy in the text, they clap it out with the educator. 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 lesson 94, “Elephant and Tiger,” the “Discussing and Revisiting the Text” section asks students to provide text evidence to answer questions about the text’s plot. The questions include, “What happened to Tiger?” and “What did Elephant do?” 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
In lesson 48, “Ants on a Log,” the “Discussing and Revisiting the Text” section asks students to provide text evidence to answer questions about the text’s plot. The questions include, “What did Miguel and Rafael want to eat after school?” and “Why didn’t Dad give them what they wanted?” 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
In lesson 81, “All About Robots,” the “Discussing and Revisiting the Text” section asks students to provide text evidence to answer questions about the text’s plot. The questions include, “What different kinds of robots does the writer describe?” and “What are some of the jobs that a robot can be told to do?” 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
In lesson 84, “The Wise Blackbird,” the “Reading the Text” and “Discussing and Revisiting the Text” sections 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 did the blackbird react to what the bluebird had to say?” The educator also uses inferential questions, such as “The title of this story is ‘The Wise Blackbird.’ Why was the blackbird wise? What did he teach the bluebird?” The section ends with key understandings to continue the students’ discussion by “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.