Program Information
- ISBN
- 9780325060774
Fountas & Pinnell Leveled Literacy Intervention (LLI) Orange/Green/Blue Levels A–N, Kindergarten
Kindergarten
IMRA 2026
Publisher: Heinemann, a division of Greenwood Publishing Group LLC
Copyright: 2017
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 % |
|---|---|---|
| Kindergarten | 66.94% | 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) Orange System Guide provides the stated purpose of the program, which is to prevent literacy difficulties and close gaps through targeted intervention.
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states that the intervention serves as a supplement to small-group classroom instruction and specifies lesson lengths. Additionally, the tool notes that educators select and group the lowest-achieving students to receive instruction tailored to their learning levels.
The Caregiver Letter – English – Introductory informs guardians of their child’s participation in the program to receive lessons “in addition to the regular reading instruction.” This letter notes that the instruction spans comprehension, vocabulary, phonics, and writing skills.
Evaluation for 1.1b
Section 1 of the LLI Orange System Guide provides characteristics of the program, including how to use it to support an existing core reading and language arts program. For example, the guide explains that LLI is a supplemental intervention, not a replacement for classroom instruction, and is designed to provide additional literacy support through daily, small-group lessons that complement the core reading and language arts program.
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states, “Intervention is supplementary to small group teaching in the classroom,” while explaining how educators are to utilize the program during these small groups.
Evaluation for 1.1c
Appendix D of the LLI Orange System Guide provides a “Master Plan for Word Work in the LLI Green System,” which outlines the scope and sequence of the phonological awareness, letter knowledge, and spelling pattern skills addressed in each lesson. However, the materials do not include a rationale for the scope and sequence, nor a scope and sequence of student expectations.
The lessons in the LLI Orange System are numbered 1 through 110 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 Orange System Guide provides suggested pacing of the program for effective implementation. The guide explains that the system provides daily, 30-minute lessons for an average of 14–18 weeks.
The Administrator Fidelity Tool states that daily lessons last 30 minutes. This resource includes guidance on time requirements. For example, the resource states that the introductory lessons include five minutes of rereading books, five minutes of phonics work, and eight minutes of reading a new book. Students then spend seven minutes writing about reading and five minutes doing letter work.
Evaluation for 1.1e
The Administrator Fidelity Tool states that “Lessons are 30 minutes in length” and further specifies how long each component of each lesson should last. For example, the “Getting Started Lessons” consist of rereading books for five minutes, “Phonics/Work 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, Orange, lesson 16, “Tom,” states, “Observe to find evidence that readers can: read with voice-print match across one line of text.”
The materials include various educational games for the students to complete along with directions to help teachers with implementation. For example, the “Directions for Concentration” provides educators with the goal of the game to support instruction, the student objective, and instructions on how 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 of the LLI Orange System outlines three activities for guardians to complete with their student. These activities include listening to the student read a specific take-home book and having the student read a sentence from an instructional fold sheet. Corresponding caregiver letters are also provided in Spanish.
Each lesson has a “Home/School Connection” section that provides suggestions for at-home learning support. For example, the materials for lesson 5 of the LLI Orange System instruct educators to send home a specific informational fold sheet for students to share with their families. The fold sheet is a worksheet in which students fill in a sentence stem and draw a picture.
LLI Orange System lessons include leveled take-home books that extend reading practice beyond instruction. The materials direct students to reread instructional texts at home to build fluency and reinforce the development of comprehension with family support.
1.1 Supplemental Program Design
1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).
1 out of 1 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).
1 out of 1 points
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states that the intervention serves as a supplement to small-group classroom instruction and specifies lesson lengths. Additionally, the tool notes that educators select and group the lowest-achieving students to receive instruction tailored to their learning levels.
The Caregiver Letter – English – Introductory informs guardians of their child’s participation in the program to receive lessons “in addition to the regular reading instruction.” This letter notes that the instruction spans comprehension, vocabulary, phonics, and writing skills.
1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
1 out of 1 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
1 out of 1 points
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states, “Intervention is supplementary to small group teaching in the classroom,” while explaining how educators are to utilize 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 the LLI Orange System are numbered 1 through 110 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. This resource includes guidance on time requirements. For example, the resource states that the introductory lessons include five minutes of rereading books, five minutes of phonics work, and eight minutes of reading a new book. Students then spend seven minutes writing about reading and five minutes doing letter work.
1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.
Materials include resources and guidance to support educators with implementing the materials as designed.
1 out of 1 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.
1 out of 1 points
Each lesson ends with the section “Assessing Reading and Writing Behaviors” that helps educators know what to look for when reading and writing with each student. For example, Orange, lesson 16, “Tom,” states, “Observe to find evidence that readers can: read with voice-print match across one line of text.”
The materials include various educational games for the students to complete along with directions to help teachers with implementation. For example, the “Directions for Concentration” provides educators with the goal of the game to support instruction, the student objective, and instructions on how to play the game.
1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.1f
Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.
2 out of 2 points
Each lesson has a “Home/School Connection” section that provides suggestions for at-home learning support. For example, the materials for lesson 5 of the LLI Orange System instruct educators to send home a specific informational fold sheet for students to share with their families. The fold sheet is a worksheet in which students fill in a sentence stem and draw a picture.
LLI Orange System lessons include leveled take-home books that extend reading practice beyond instruction. The materials direct students to reread instructional texts at home to build fluency and reinforce the development of comprehension with family support.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
57% (8 out of 14 points)
Evaluation for 2.1a
Each lesson includes an “Assessing Reading and Writing” section that assesses students formatively. For example, Orange, lesson 4, “The Baby Animals,” assesses students’ ability to contrast the meanings between big and little. However, the materials do not include diagnostic or summative assessments.
Various lessons include a Recording Form to formatively assess students’ oral reading and comprehension. These forms use a combination of accuracy, self-correction, comprehension, and, occasionally, fluency to determine whether the text is at an independent, instructional, or hard level for the student. However, the materials do not include diagnostic or summative assessments.
Evaluation for 2.1b
Section 6 of the LLI Orange System Guide provides the intended purpose of the Reading Record assessment. This resource identifies the Reading Record as a formative assessment.
Section 6 of the LLI Orange System Guide provides the definition of the Reading Record assessment. This resource defines the formative assessment as a systematic tool that educators use to code, score, and analyze student reading behaviors to determine what level students can read independently.
Evaluation for 2.1c
The “Coding and Scoring Errors At-A-Glance” resource provides educators with guidance for coding substitutions, omissions, insertions, repetitions, self-corrections, and appeals during running record assessment activities. The resource includes examples of oral reading behaviors and corresponding scoring procedures to support consistent and accurate administration of instructional assessments.
The Guide for Observing and Noting Oral Reading Behaviors provides educators with look-fors for early reading behaviors, searching for and using information, solving words, self-monitoring, self-correcting, and maintaining fluency to ensure consistent and accurate administration of instructional assessments.
Evaluation for 2.1d
Each lesson includes an “Assessing Reading and Writing” section that assesses students formatively. For example, Orange, lesson 5, “Over the River,” assesses students’ ability to identify easy high-frequency words within continuous print. However, the assessments do not include items at various levels of complexity.
Various lessons include a Recording Form to formatively assess students’ oral reading and comprehension. These forms use a combination of accuracy, self-correction, comprehension, and, occasionally, fluency to determine whether that level of text is at an independent, instructional, or hard level for the student. While these Recording Forms do scale by reading level, the assessments do not include items, as there is no explicit various levels of complexity within the assessments.
Evaluation for 2.2a
The System Guide – Corrections to the Comprehension Conversation provides guidelines for conducting comprehension conversations, along with scoring guidance. These guidelines also include charts to determine students’ proficiency based on their comprehension scores and accuracy, along with finding the students’ independent, instructional, and hard levels. For example, students who score a 5 on their comprehension conversation are considered to be able to read books at that level independently, while students who score a 0 or 1 would find a text at that level hard.
The Guide for Observing and Noting Oral Reading Behaviors provides guidance for documenting oral reading behaviors and comprehension observations during instructional assessment activities, such as the Recording Form, to determine students’ proficiency.
Evaluation for 2.2b
The Guide for Observing and Noting Oral Reading Behaviors provides guidance for documenting oral reading behaviors and comprehension observations during instructional assessment activities. However, the materials do not include explicit guidance for responding to student performance trends identified through assessment observations.
The Communication Sheet: Group provides an organized place to record students’ strengths and the strategic actions put in place to work with students toward proficiency. However, there is no explicit guidance on how to use this sheet, nor does it provide a systematic approach to responding to student trends.
The Fountas & Pinnell 2024 Recording Form provides guidance on how to assess students using reading records and how to respond to individual student progress. However, the materials do not provide guidance on how to respond to student trends in performance as a whole.
Evaluation for 2.2c
The Intervention Record provides educators with tools to monitor student reading accuracy, comprehension, fluency, attendance, and instructional reading levels over time. The materials include tools for educators to track student progress and growth. However, they do not include student-facing tools for students to monitor their progress and growth independently.
The Student Achievement Log: 3-Student Version provides space for educators to track up to three students’ group entry and exit data, including their level, accuracy percentage, comprehension score, number of self-corrections, fluency, and any additional notes. However, there are no tools included for students to track their own progress.
The Reading Graph provides educators with a tool to monitor student instructional, independent, and hard reading levels across multiple weeks of instruction. The materials include educator tools for tracking student progress and growth. However, the materials do not include student-facing resources for students to monitor or document their own growth over time.
Evaluation for 2.2d
Section 1 of the LLI Orange System Guide 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,” which illustrates the reading level for students who are exceeding, meeting, approaching, and not meeting expectations at various times of the school year. For example, a student in grade K who reads at a level A during the “1st Interval of Year (Nov.–Dec.)” is approaching expectations and needs short-term intervention.
Section 1 of the LLI Orange System Guide includes a subsection titled “Exiting the System,” which explains that once students are reading on grade level, they can be exited from the system. The materials include an “Instructional Level Expectations Chart,” which illustrates the reading level for students who are exceeding, meeting, approaching, and not meeting expectations at various times of the school year.
2.1 Instructional Assessments
2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).
1 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).
1 out of 3 points
Various lessons include a Recording Form to formatively assess students’ oral reading and comprehension. These forms use a combination of accuracy, self-correction, comprehension, and, occasionally, fluency to determine whether the text is at an independent, instructional, or hard level for the student. However, the materials do not include diagnostic or summative assessments.
2.1b
Materials include the definition and intended purpose for the instructional assessments included.
Materials include the definition and intended purpose for the instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.
1 out of 1 points
Section 6 of the LLI Orange System Guide provides the definition of the Reading Record assessment. This resource defines the formative assessment as a systematic tool that educators use to code, score, and analyze student reading behaviors to determine what level students can read independently.
2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The Guide for Observing and Noting Oral Reading Behaviors provides educators with look-fors for early reading behaviors, searching for and using information, solving words, self-monitoring, self-correcting, and maintaining fluency to ensure consistent and accurate administration of instructional assessments.
2.1d
Instructional assessments include items at varying levels of complexity.
Instructional assessments include items at varying levels of complexity.
0 out of 2 points
Evaluation for 2.1d
Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.
0 out of 2 points
Various lessons include a Recording Form to formatively assess students’ oral reading and comprehension. These forms use a combination of accuracy, self-correction, comprehension, and, occasionally, fluency to determine whether that level of text is at an independent, instructional, or hard level for the student. While these Recording Forms do scale by reading level, the assessments do not include items, as there is no explicit various levels of complexity within the assessments.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The Guide for Observing and Noting Oral Reading Behaviors provides guidance for documenting oral reading behaviors and comprehension observations during instructional assessment activities, such as the Recording Form, to determine students’ proficiency.
2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.
0 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.
0 out of 1 points
The Communication Sheet: Group provides an organized place to record students’ strengths and the strategic actions put in place to work with students toward proficiency. However, there is no explicit guidance on how to use this sheet, nor does it provide a systematic approach to responding to student trends.
The Fountas & Pinnell 2024 Recording Form provides guidance on how to assess students using reading records and how to respond to individual student progress. However, the materials do not provide guidance on how to respond to student 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. However, there are no tools included for students to track their own progress.
The Reading Graph provides educators with a tool to monitor student instructional, independent, and hard reading levels across multiple weeks of instruction. The materials include educator tools for tracking student progress and growth. However, the materials do not include student-facing resources for students to monitor or document their own growth over time.
2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.
2 out of 2 points
Section 1 of the LLI Orange System Guide includes a subsection titled “Exiting the System,” which explains that once students are reading on grade level, they can be exited from the system. The materials include an “Instructional Level Expectations Chart,” which illustrates the reading level for students who are exceeding, meeting, approaching, and not meeting expectations at various times of the school year.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
33% (3 out of 9 points)
Evaluation for 3.1a
The “Assessing Reading and Writing Behaviors” section in Orange, lesson 6, “My Big Bear,” includes guidance for observing students’ ability to read with voice-print match and recognize high-frequency words. However, the materials do not identify students who have not yet reached proficiency in grade-level skills or provide differentiated instruction and activities for those students.
The “Reading the Text” section in Orange, lesson 36, “The Pet Store” directs educators to sample oral reading and use the Prompting Guide to respond to observed student needs during instruction. However, the materials do not identify students who have not yet reached proficiency in grade-level skills or provide differentiated instruction and activities for those students.
Evaluation for 3.1b
This guidance is not applicable to the program because the program has a stated purpose of targeted remediation or acceleration, not additional instruction and/or practice.
Evaluation for 3.1c
The “Discussing and Revisiting the Text” section in Orange, lesson 21, “My Room,” includes educator guidance for facilitating discussion about observations, author purpose, and key understandings from the text. However, the materials do not include guidance for educators on providing specially designed instruction (SDI) to students receiving supports and services through special education.
The “Reading the Text” section in Orange, lesson 30, “The Flower,” directs educators to sample oral reading and use the Prompting Guide to respond to observed student needs during instruction. However, the materials do not provide specific teaching points that tie back to the specific lesson, nor do they provide further guidance for specially designed instruction (SDI) for students receiving supports and services through special education.
Evaluation for 3.2a
The “Discussing and Revisiting the Text” section in Orange, lesson 11, “Mom,” provides explicit prompts and guidance to support educators in facilitating discussion about observations, author purpose, and key understandings from the text. The materials instruct educators to ask students about different plot points using text evidence. The educator then guides students in discussing the author’s message and the key understandings of the text. However, the materials do not include guidance to support the educator in modeling and explaining the skill(s) to be learned.
The ““Phonics/Work Work”” section in Orange, lesson 41, “Hop, Hop, Hop,” provides explicit prompts and guidance to support educators in modeling and explaining phonograms with a VC pattern (-ot). The educator creates a five-column chart on chart paper and writes the word not at the top, then has the children read it. Next, the educator lists the words hot, pot, lot, and got, and asks the students what they notice about the words, guiding them to notice the -ot pattern at the end of each word. The educator then instructs the students to recreate the chart in their My Writing Book and record two or three of the -ot words, underlining the -ot pattern in each of them. However, the materials do not include guidance to support the educator in modeling and explaining the skill(s) to be learned.
Evaluation for 3.2b
The “Discussing and Revisiting the Text” section in Orange, lesson 34, “The Sidewalk,” includes educator guidance and recommendations for effective lesson delivery and facilitation through questioning and discussion. For example, educators invite students to discuss what the girl has drawn on the sidewalk, consider the importance of making observations, and engage in discussion of the text’s key understandings and messages.
The ““Phonics/Work Work”” section in Orange, lesson 39, “The Hiding,” provides an example of a variety of instructional approaches by teaching beginning consonant sounds using the poem “Quack, Quack, Quack.” In this lesson, the educator models how to read the word back by focusing on the initial sound /b/. This activity is repeated using the word said, also found in the poem.
Evaluation for 3.2c
The “Discussing and Revisiting the Text” section in Orange, lesson 45, “So Big!”, guides instructional facilitation through educator-led discussion and questioning. For example, educators invite students to share what they learned from the text, evaluate the author’s information, and discuss key understandings and messages with peers and the educator.
The Administrator Fidelity Tool (Grades K–2) states that intervention groups are organized for small-group instruction and that lessons occur daily with defined instructional routines and time allocations for lesson components. The materials provide a breakdown of instructional approaches, including discussion, phonics and word study, reading, and writing, with explicit educator actions and use of prompting guides to support instruction. These structures provide guidance for effective lesson delivery and facilitation.
Evaluation for 3.3a
Each lesson includes a “Supporting English Language Learners” section that provides generic support for emergent bilingual students. For example, in Orange, lesson 51, “Play and Ride,” the materials suggest having students repeat the language several times to help them remember syntax and having educators model dissecting unfamiliar words by framing a known part of a word. 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 emergent bilingual students. For example, in Orange, lesson 89, “Bridges,” the materials suggest that educators use the pictures to support discussion of the book’s information and encourage students to discuss why bridges are important. However, these supports are not aligned to the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
Evaluation for 3.3b
Each lesson includes a “Supporting English Language Learners” section that provides generic support for emergent bilingual (EB) students. For example, in Orange, lesson 50, “Getting Ready,” the materials suggest using language of the text in a conversational way along with using pictures to support student understanding. However, the materials do not include any implementation guidance to support educators in using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
Each lesson includes a “Supporting English Language Learners” section that provides generic support for EB students. For example, in Orange, lesson 67, “Out To Play,” the materials suggest using language of the text in a conversational way along with using pictures to support student understanding. 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
The “Reading the Text” section in Orange, lesson 36, “The Pet Store” directs educators to sample oral reading and use the Prompting Guide to respond to observed student needs during instruction. However, the materials do not identify students who have not yet reached proficiency in grade-level skills or provide differentiated instruction and activities for those students.
3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.
Not applicable.
Evaluation for 3.1b
Evaluation for 3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.
Not applicable.
3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
0 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
0 out of 1 points
The “Reading the Text” section in Orange, lesson 30, “The Flower,” directs educators to sample oral reading and use the Prompting Guide to respond to observed student needs during instruction. However, the materials do not provide specific teaching points that tie back to the specific lesson, nor do they provide further guidance for specially designed instruction (SDI) for students receiving supports and services through special education.
3.2 Instructional Methods
3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.
1 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.
1 out of 2 points
The ““Phonics/Work Work”” section in Orange, lesson 41, “Hop, Hop, Hop,” provides explicit prompts and guidance to support educators in modeling and explaining phonograms with a VC pattern (-ot). The educator creates a five-column chart on chart paper and writes the word not at the top, then has the children read it. Next, the educator lists the words hot, pot, lot, and got, and asks the students what they notice about the words, guiding them to notice the -ot pattern at the end of each word. The educator then instructs the students to recreate the chart in their My Writing Book and record two or three of the -ot words, underlining the -ot pattern in each of them. However, the materials do not include guidance to support the educator in modeling and explaining 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
The ““Phonics/Work Work”” section in Orange, lesson 39, “The Hiding,” provides an example of a variety of instructional approaches by teaching beginning consonant sounds using the poem “Quack, Quack, Quack.” In this lesson, the educator models how to read the word back by focusing on the initial sound /b/. This activity is repeated using the word said, also found in the poem.
3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 1 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 1 points
The Administrator Fidelity Tool (Grades K–2) states that intervention groups are organized for small-group instruction and that lessons occur daily with defined instructional routines and time allocations for lesson components. The materials provide a breakdown of instructional approaches, including discussion, phonics and word study, reading, and writing, with explicit educator actions and use of prompting guides to support instruction. These structures provide guidance for effective lesson delivery and facilitation.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 2 points
Each lesson includes a “Supporting English Language Learners” section that provides generic support for emergent bilingual students. For example, in Orange, lesson 89, “Bridges,” the materials suggest that educators use the pictures to support discussion of the book’s information and encourage students to discuss why bridges are important. However, these supports are not aligned to the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
0 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
0 out of 1 points
Each lesson includes a “Supporting English Language Learners” section that provides generic support for EB students. For example, in Orange, lesson 67, “Out To Play,” the materials suggest using language of the text in a conversational way along with using pictures to support student understanding. 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
42% (8 out of 19 points)
Evaluation for 4.1a
In Orange, lesson 61, “Going on a Train Ride,” the “Reading the Text” section prompts students to solve unfamiliar words by stating, “It has to make sense and sound right, or think of what would make sense and check with the letters.” This prompt encourages students to use meaning, syntax, and visual cues to identify unknown words, rather than directing students to decode the word using phonics-based strategies.
In Orange, lesson 65: “Helping,” the “Reading the Text” section prompts students to solve unfamiliar words by asking, “Does that make sense and look right?” This prompt encourages students to use meaning, syntax, and visual cues to identify unknown words, rather than directing students to decode the word using phonics-based strategies.
Evaluation for 4.2a
The materials progress from lesson 1 in the LLI Orange System to lesson 110 using a systematic sequence of phonological awareness skills, beginning with identifying rhyming words in lesson 4, then progressing into identifying consonant sounds, adding and deleting phonemes, before ending with blending three phonemes.
Appendix D of the LLI Orange System Guide provides a “Master Plan for Word Work in the LLI Orange System,” which lays out the phonological awareness skills addressed in each lesson. For example, in lesson 4, students identify rhyming words, a basic skill, and then in lessons 106–108, students work on the more complex skill of blending three phonemes.
Evaluation for 4.2b
The materials progress from lesson 1 in the LLI Orange System to lesson 110 using a systematic sequence of phonemic awareness skills. The students begin with blending phonemes in lessons 26–34, then blending two phonemes in sequence in lessons 36 and 37, and progressing to deleting ending and beginning phonemes in lessons 101–105.
Appendix D of the LLI Orange System Guide provides a “Master Plan for Word Work in the LLI Orange System,” which lays out the phonemic awareness skills addressed in each lesson. For example, in lesson 26 under the “”Phonics/Work Work”” section, the students identify the beginning phoneme of words. In lesson 76, under the “”Phonics/Work Work”” section, students are deleting ending phonemes to make a new word, which is a more complex skill.
Evaluation for 4.2c
The “Phonics/Work Work” section of Orange, lesson 66, “Baking,” provides explicit instruction for ending phonemes. The educator says the words bed, cup, dog, drum, net, and seal, then asks the students what the last sound is they hear. Students then say the sound and the letter that represents that sound. Students then sort a series of images by their final sound.
The “Phonics/Work Work” section of Orange, lesson 101, “Lola’s Bath,” provides explicit instruction for deleting ending phonemes. The educator says the words wind and win, then asks the students what sound they took off at the end of the word, guiding the students to hear that the final /d/ sound was deleted. Next, the educator says the words band, barn, bust, farm, fort, pant, ramp, and zoom and the students must say the word without the last sound. Finally, the students are given magnetic letters to make the word seed and are told to take away the final letter, then read the word.
Evaluation for 4.2d
The materials include daily word work practice. For example, the “”Phonics/Work Work”” section of Orange, lesson 78, “Lost and Found,” provides students with the opportunity to practice their phonological and phonemic awareness skills. Each student is given a whiteboard with sound boxes and asked how many sounds are in the word can. The students then write the letter for each sound in the word can in the sound boxes, and then slowly say the word as they run a finger under it. The students repeat this practice with the words not, fog, tap, and sat. However, the materials do not include cumulative student practice of phonological and phonemic awareness skills.
The materials include daily word work practice. For example, the “”Phonics/Work Work”” section of Orange, lesson 80, “Feet!,” provides students with the opportunity to practice their phonological and phonemic awareness skills. As the educator dictates the words can, fog, dig, red, and bug, the students write the words. Then, the students say the words slowly so they can hear each sound and write each letter. The children then read each word they wrote. However, the materials do not include cumulative student practice of phonological and phonemic awareness skills.
Evaluation for 4.2e
The “Phonics/Work Work” section of Orange, lesson 34, “The Sidewalk,” provides explicit instruction for identifying beginning phonemes. The educator shows the students pictures of an apple, an ant, and an alligator, saying the name of each picture before asking what they notice about the beginnings of the words, guiding them to hear that all the names begin with the same short a, or /a/, sound. The educator repeats this process with pictures that begin with the remaining vowels. The students then write other words that they know that begin with the same letter. Then the students say the first sound in the name of each picture shown to them and find the letter that stands for each sound on their Alphabet Linking Chart. The student practice activity includes only skills that have been explicitly taught.
The “Phonics/Work Work” section of Orange, lesson 103, “A Butterfly in the Rain,” provides practice for phonological awareness skills that have been explicitly taught such as deleting beginning phonemes. The educator says the word can, then the word an, then asks the students which sound they took off at the beginning of the word, guiding students to hear that the first sound /k/ was deleted. The educator then says the words band, bend, bus, cup, his, pat, pin, self, sit, and task, and the students respond with the word without the first sound. Finally, the students are given magnetic letters to make the word can, then they take off the first letter and read the new word. The student practice activity includes only skills that have been explicitly taught.
Evaluation for 4.A.3a
The materials progress from lesson 1 in the LLI Orange System to lesson 110, using a systematic sequence to introduce sound-spelling patterns. The materials begin with phonograms with a VC patterns in lessons 41–55 before moving to phonograms with a VCe patterns in lessons 56–57 and 91–95.
Appendix D of the LLI Orange System Guide provides a “Master Plan for Word Work in the LLI Orange System,” which includes a systematic sequence for introducing sound–spelling patterns. For example, lessons 14–17 focus on beginning consonants. In lesson 63, the focus skill is consonant digraphs. Lessons 91–95 focuses on the silent e.
Evaluation for 4.A.3b
The “Phonics/Work Work” section of Orange, lesson 53, “What is Very Long?,” provides explicit instruction for decoding phonograms with a VC pattern (-eg). For example, the educator writes the words beg, leg, and peg on chart paper, and underlines the -eg pattern. The students then read the words in the list. Next, the educator gives the students the magnetic letters b, e, g, l, and p so the students can create the words from the list, read the words, and then use them in a sentence.
The “Phonics/Work Work” section of Orange, lesson 93, “Gloop! Went the Soup,” provides explicit instruction for decoding and encoding phonograms with a VCe pattern. For example, the educator writes the words save, gave, and wave on chart paper, and the students read the words with the educator. The educator then underlines the -ave pattern and points out that the e is silent and the letter a stands for the sound of its name. Students then add additional words using the -ave pattern to the list by spelling them with the educator.
Evaluation for 4.A.3c
The “Phonics/Work Work” section of Orange, lesson 68, “Painting,” includes student practice in decoding and encoding words using sound-spelling patterns. The educator explicitly teaches ending consonant sounds by asking what sound the students hear at the end of the word bed and what letter represents that sound. Students then match pictures to the letters representing their ending sounds and write additional words ending with the target letters (d, g, l, m, p, and t). However, the materials do not include cumulative student practice in decoding and encoding words using sound-spelling patterns.
The Phonics/Word
Evaluation for 4.A.3d
The “Phonics/Word Work” section of Orange, lesson 79, “Hurry, Tom!” provides student practice for sound-spelling patterns that have been explicitly taught. For example, the educator says the word dig slowly, asking the students how many sounds they hear, guiding them to notice that there are three sounds in dig. The educator then shows the students how to use the sound box, guiding the students to write d in the first box, i in the second box, and g in the third box. The students then blend the sounds together to read the word. The students then repeat the process with the words red, cut, sun, and got.
The “Phonics/Word Work” section of Orange, lesson 96, “I Can Paint,” provides student practice for sound-spelling patterns that have been explicitly taught. For example, the educator creates a four-column chart and writes the words day, hay, may, pay, say, and way in the first column, reading and using each word in a sentence. The educator asks the students what they notice, guiding them to hear and see the -ay pattern in each word. Using magnetic letters, the students then create and read each word from the list. Finally, the students write one or two words with the -ay pattern on paper.
Evaluation for 4.B.3a
Appendix E of the LLI Orange System Guide provides a list of regular and irregular high-frequency words by lesson, progressing from simple words such as I, see, and to in lesson 3 to more complex words such as tell and when in lesson 105. However, the materials do not include a systematic sequence for introducing these high-frequency words, nor are the words from a research-based list in alignment with grade-level TEKS.
In the “Goals” section of Orange, lesson 5, “Over the River,” one of the goals of the “Phonics/Word Work” section is to learn the high-frequency word the. However, the materials do not include a systematic sequence for introducing these high-frequency words, nor are the words from a research-based list in alignment with grade-level TEKS.
Evaluation for 4.B.3b
In the “Letter/Word Work” section of Orange, lesson 33, “At the Farm,” the educator writes the words to and too on the white board, then reads them to the students and uses the words in a sentence. The students then make the words to and too several times on their own, reading them each time by running their finger under the word as they say it. The educator and students then repeat this process with words like and likes. However, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
In the “Letter/Word Work” section of Orange, lesson 93, “Gloop! Went the Soup,” the educator writes the word love and reads it to the students, prompting them to locate it in the book Gloop! Went the Soup. The students then make the word love several times on their own with magnetic letters, 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 got, all, and took. However, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
Evaluation for 4.B.3c
In the “Optional Letter/Word Work” section of Orange, lesson 10, “Mop,” students use magnetic letters to form the word he. The students make the word several times before repeating the process with the words not and a. The students then locate the words he and not in the book Mop. The students then read the words aloud to a partner before practicing constructing them several times with the magnetic letters or by writing them on the whiteboard. 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 the “Letter/Word Work” section of Orange, lesson 57, “A Visit from Aunt Bee,” students are given magnetic letters to create the words said and up. The students make the words several times and locate the words in the book A Visit from Aunt Bee. 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 the “Letter/Word Work” section of Orange, lesson 7, “Making Soup,” students practice the irregular high-frequency word is. The educator gives the students the word is and shows them where to locate it in the book Making Soup. The student then makes the word is several times using magnetic letters, reading the word each time by running their finger under it. Next, the students play a game in which they must identify the words my and is. However, student practice does not include only regular and irregular high-frequency words that have been explicitly taught. For example, in the book Making Soup, students will come across the high-frequency word here, which is not taught until lesson 25.
In the “Letter/Word Work” section of Orange, lesson 13, “At the Zoo,” students practice the regular high-frequency word we. The educator shows the students the word we and has them say the sound of the first letter. The teacher then points out the word in the book At the Zoo. The students then use magnetic letters to construct the word several times, each time reading it by running their finger beneath it. However, student practice does not include only regular and irregular high-frequency words that have been explicitly taught. For example, in the book At the Zoo, students will come across the high-frequency word an, which is not taught until lesson 83.
Evaluation for 4.C.3a
This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.
Evaluation for 4.C.3b
This guidance statement is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable or multisyllabic words.
Evaluation for 4.C.3c
This guidance is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable and multisyllabic words.
Evaluation for 4.C.3d
This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.
Evaluation for 4.D.3a
The guidance is not applicable to the program because TEKS for the grade level do not list morphemes.
Evaluation for 4.D.3b
This guidance is not applicable to the program because TEKS for the grade level do not list morphological skills.
Evaluation for 4.D.3c
This guidance is not applicable to the program because TEKS for the grade level do not list morphological skills.
Evaluation for 4.D.3d
This guidance is not applicable to the program because TEKS for the grade level do not list morphemes.
4.1 Non-Negotiable: Prohibition of Three-Cueing
4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.
Not scored
Evaluation for 4.1a
Evaluation for 4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.
0 out of 0 points
In Orange, lesson 65: “Helping,” the “Reading the Text” section prompts students to solve unfamiliar words by asking, “Does that make sense and look right?” This prompt encourages students to use meaning, syntax, and visual cues to identify unknown words, rather than directing students to decode the word using phonics-based strategies.
4.2 Phonological and Phonemic Awareness (K-2)
4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.
1 out of 1 points
Appendix D of the LLI Orange System Guide provides a “Master Plan for Word Work in the LLI Orange System,” which lays out the phonological awareness skills addressed in each lesson. For example, in lesson 4, students identify rhyming words, a basic skill, and then in lessons 106–108, students work on the more complex skill of blending three phonemes.
4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).
1 out of 1 points
Appendix D of the LLI Orange System Guide provides a “Master Plan for Word Work in the LLI Orange System,” which lays out the phonemic awareness skills addressed in each lesson. For example, in lesson 26 under the “”Phonics/Work Work”” section, the students identify the beginning phoneme of words. In lesson 76, under the “”Phonics/Work Work”” section, students are deleting ending phonemes to make a new word, which is a more complex skill.
4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
The “Phonics/Work Work” section of Orange, lesson 101, “Lola’s Bath,” provides explicit instruction for deleting ending phonemes. The educator says the words wind and win, then asks the students what sound they took off at the end of the word, guiding the students to hear that the final /d/ sound was deleted. Next, the educator says the words band, barn, bust, farm, fort, pant, ramp, and zoom and the students must say the word without the last sound. Finally, the students are given magnetic letters to make the word seed and are told to take away the final letter, then read the word.
4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 4.2d
Evaluation for 4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
The materials include daily word work practice. For example, the “”Phonics/Work Work”” section of Orange, lesson 80, “Feet!,” provides students with the opportunity to practice their phonological and phonemic awareness skills. As the educator dictates the words can, fog, dig, red, and bug, the students write the words. Then, the students say the words slowly so they can hear each sound and write each letter. The children then read each word they wrote. However, the materials do not include cumulative student practice 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
The “Phonics/Work Work” section of Orange, lesson 103, “A Butterfly in the Rain,” provides practice for phonological awareness skills that have been explicitly taught such as deleting beginning phonemes. The educator says the word can, then the word an, then asks the students which sound they took off at the beginning of the word, guiding students to hear that the first sound /k/ was deleted. The educator then says the words band, bend, bus, cup, his, pat, pin, self, sit, and task, and the students respond with the word without the first sound. Finally, the students are given magnetic letters to make the word can, then they take off the first letter and read the new word. 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
Appendix D of the LLI Orange System Guide provides a “Master Plan for Word Work in the LLI Orange System,” which includes a systematic sequence for introducing sound–spelling patterns. For example, lessons 14–17 focus on beginning consonants. In lesson 63, the focus skill is consonant digraphs. Lessons 91–95 focuses on the silent e.
4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
2 out of 2 points
Evaluation for 4.A.3b
Evaluation for 4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
2 out of 2 points
The “Phonics/Work Work” section of Orange, lesson 93, “Gloop! Went the Soup,” provides explicit instruction for decoding and encoding phonograms with a VCe pattern. For example, the educator writes the words save, gave, and wave on chart paper, and the students read the words with the educator. The educator then underlines the -ave pattern and points out that the e is silent and the letter a stands for the sound of its name. Students then add additional words using the -ave pattern to the list by spelling them with the educator.
4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
Evaluation for 4.A.3c
Evaluation for 4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
The Phonics/Word
4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.
Student practice includes only sound-spelling patterns that have been explicitly taught.
1 out of 1 points
Evaluation for 4.A.3d
Evaluation for 4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.
1 out of 1 points
The “Phonics/Word Work” section of Orange, lesson 96, “I Can Paint,” provides student practice for sound-spelling patterns that have been explicitly taught. For example, the educator creates a four-column chart and writes the words day, hay, may, pay, say, and way in the first column, reading and using each word in a sentence. The educator asks the students what they notice, guiding them to hear and see the -ay pattern in each word. Using magnetic letters, the students then create and read each word from the list. Finally, the students write one or two words with the -ay pattern on paper.
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 the “Goals” section of Orange, lesson 5, “Over the River,” one of the goals of the “Phonics/Word Work” section is to learn the high-frequency word the. However, the materials do not include a systematic sequence for introducing these high-frequency words, nor are the words from a research-based list in alignment with grade-level TEKS.
4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 2 points
Evaluation for 4.B.3b
Evaluation for 4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 2 points
In the “Letter/Word Work” section of Orange, lesson 93, “Gloop! Went the Soup,” the educator writes the word love and reads it to the students, prompting them to locate it in the book Gloop! Went the Soup. The students then make the word love several times on their own with magnetic letters, 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 got, all, and took. However, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
Evaluation for 4.B.3c
Evaluation for 4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
In the “Letter/Word Work” section of Orange, lesson 57, “A Visit from Aunt Bee,” students are given magnetic letters to create the words said and up. The students make the words several times and locate the words in the book A Visit from Aunt Bee. 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 the “Letter/Word Work” section of Orange, lesson 13, “At the Zoo,” students practice the regular high-frequency word we. The educator shows the students the word we and has them say the sound of the first letter. The teacher then points out the word in the book At the Zoo. The students then use magnetic letters to construct the word several times, each time reading it by running their finger beneath it. However, student practice does not include only regular and irregular high-frequency words that have been explicitly taught. For example, in the book At the Zoo, students will come across the high-frequency word an, which is not taught until lesson 83.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
4.D.3d
Student practice includes only morphemes that have been explicitly taught.
Student practice includes only morphemes that have been explicitly taught.
Not applicable.
Evaluation for 4.D.3d
Evaluation for 4.D.3d
Student practice includes only morphemes that have been explicitly taught.
Not applicable.
Rubric Section 5
Vocabulary
Materials support the development of vocabulary by teaching specific words and word-learning strategies.
Total
0% (0 out of 8 points)
Evaluation for 5.1a
Each lesson contains an “Analysis of New Book Characteristics” section which includes a list of targeted vocabulary. For example, in Orange, lesson 32, “Polly,” the students encounter “names of food and other objects.” However, there is no explicit instruction on any specific vocabulary words using multiple strategies to teach word meaning.
In the “Discussing and Revisiting the Text” section of Orange, lesson 38, “Wheels,” the students learn the word vehicles. The educator explains that “vehicles are machines that need wheels to move.” However, 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 which includes a list of targeted vocabulary. For example, in Orange, lesson 4, “The Baby Animals,” the students are expected to encounter the names of baby animals, such as chick, duckling, puppy, kitten, lamb, and piglet. However, there is no explicit instruction on any specific vocabulary words, nor are there high-utility tier 2 and tier 3 academic vocabulary words.
Each lesson contains an “Analysis of New Book Characteristics” section which includes a list of targeted vocabulary. For example, in Orange, lesson 56, “Making a Pizza,” the students encounter content words related to pizza, such as pan, dough, sauce, cheese, pepperoni, oven, and pizza. However, there is no explicit instruction on any specific vocabulary words, nor are there high-utility tier 2 and tier 3 academic vocabulary words.
Evaluation for 5.1c
Each lesson contains an “Analysis of New Book Characteristics” section that includes a list of targeted vocabulary. For example, in Orange, lesson 10, “Mop,” the students learn commands for a dog, such as “Come here” and “Sit.” 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, in Orange, lesson 11, “Mom,” the students are expected to learn “action words with -ing.” However, there are no repeated opportunities for students to practice using specific vocabulary in multiple contexts.
Evaluation for 5.2a
This guidance is not applicable to the program because TEKS for the grade level do not list morphemic analysis.
Evaluation for 5.2b
This guidance is not applicable to the program because TEKS for the grade level do not list morphemic analysis.
Evaluation for 5.2c
In the “Reading the Text” section of Orange, lesson 17, “I Can Read,” students use pictures to infer meaning and solve new words, such as grandma and brother. However, there is no explicit instruction on using contextual analysis to determine word meaning.
In the “Introducing the Text” section of Orange, lesson 105, “City Subways,” the educator explains to students that subways are underground trains found in cities and shows them a picture of one on the cover of the book they are about to read.
Evaluation for 5.2d
In the “Introducing the Text” section of Orange, lesson 79, “Hurry, Tom!”, the educator tells the students that the book is an animal fantasy, which means the animals in the story talk and act like people. However, the materials do not include opportunities for students to practice using contextual analysis to determine word meaning.
In the “Reading the Text” section of Orange, lesson 31, “Playing Together,” students are prompted to use pictures to infer meaning and solve new words, such as puzzles and dolls. However, the materials do not include opportunities for students to practice using contextual analysis to determine word meaning.
5.1 Teaching Specific Words
5.1a
Materials include explicit (direct) instruction on specific vocabulary using multiple strategies for teaching word meaning (e.g., student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization and classification, images).
Materials include explicit (direct) instruction on specific vocabulary using multiple strategies for teaching word meaning (e.g., student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization and classification, images).
0 out of 2 points
Evaluation for 5.1a
Evaluation for 5.1a
Materials include explicit (direct) instruction on specific vocabulary using multiple strategies for teaching word meaning (e.g., student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization and classification, images).
0 out of 2 points
In the “Discussing and Revisiting the Text” section of Orange, lesson 38, “Wheels,” the students learn the word vehicles. The educator explains that “vehicles are machines that need wheels to move.” However, 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
Each lesson contains an “Analysis of New Book Characteristics” section which includes a list of targeted vocabulary. For example, in Orange, lesson 56, “Making a Pizza,” the students encounter content words related to pizza, such as pan, dough, sauce, cheese, pepperoni, oven, and pizza. However, there is no explicit instruction on any specific vocabulary words, nor are there high-utility tier 2 and tier 3 academic vocabulary words.
5.1c
Materials include repeated opportunities for students to practice using specific vocabulary in multiple contexts.
Materials include repeated opportunities for students to practice using specific vocabulary in multiple contexts.
0 out of 2 points
Evaluation for 5.1c
Evaluation for 5.1c
Materials include repeated opportunities for students to practice using specific vocabulary in multiple contexts.
0 out of 2 points
Each lesson contains an “Analysis of New Book Characteristics” section that includes a list of targeted vocabulary; for example, in Orange, lesson 11, “Mom,” the students are expected to learn “action words with -ing.” 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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
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.
Not applicable.
5.2c
Materials include explicit (direct) instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials include explicit (direct) instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
In the “Introducing the Text” section of Orange, lesson 105, “City Subways,” the educator explains to students that subways are underground trains found in cities and shows them a picture of one on the cover of the book they are about to read.
5.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include opportunities for students to practice using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
In the “Reading the Text” section of Orange, lesson 31, “Playing Together,” students are prompted to use pictures to infer meaning and solve new words, such as puzzles and dolls. 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.
Not applicable for this program.
Rubric Section 7
Handwriting
Materials support the development of handwriting skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable for this program.
Rubric Section 8
Reading Comprehension
Materials support the development of reading comprehension skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Total
62% (8 out of 13 points)
Evaluation for 8.1a
In the “Analysis of New Book Characteristics” and “Introducing the Text” sections of Orange, lesson 98, “Spots and More Spots,” students read an expository nonfiction text that shows a series of spotted animals. Students use professionally shot pictures of various spotted animals and photograph-supported vocabulary, such as fur, feathers, and shell, to build their understanding of animals with spots while practicing repetitive sentence patterns that end in prepositional phrases. The informational text features and organizational structures provide opportunities to read a high-quality, grade-level, complex informational text.
In the “Analysis of New Book Characteristics” and “Introducing the Text” sections of Orange, lesson 93, “Gloop! Went the Soup,” students read a fantasy fiction text that follows a rabbit mother who is making a carrot soup for her family, where each family member believes something more and something different should be added to the dish. Students interpret a simple narrative with a cause-and-effect structure, words used to describe a sound such as gloop, and varying sentence lengths with compound sentences made up of clauses and phrases to discover the mother rabbit’s solution once the soup becomes inedible. The text structure and literary features provide opportunities to read a high-quality, grade-level, complex literary text.
Evaluation for 8.1b
In the “Analysis of New Book Characteristics” section of Orange, lesson 32, “Polly,” the materials provide opportunities for students to read a high-quality text representing one level of text complexity within the program. Students read a fictional text organized around a repeating language pattern, featuring named characters and a surprise ending, that has students using inferential skills to determine who is eating various objects from the main character’s hat along with identifying various foods or objects across every page. The text includes simple sentence structures written in present tense, several high-frequency words, and one- to three-syllable words that increase text complexity.
In the “Analysis of New Book Characteristics” section of Orange, lesson 103, “A Butterfly in the Rain,” the materials provide students opportunities to read a high-quality nonfiction expository text representing a different level of text complexity within the program. Students interpret facts about butterfly behavior, such as not being able to fly with wet wings, and content-specific vocabulary, such as nectar, with various sentence lengths to develop an understanding of cause-and-effect and problem-and-solution across increasingly complex text structures.
Evaluation for 8.1c
In the “Introducing the Text” section of Orange, lesson 38, “Wheels,” the materials include relevant, engaging content that authentically reflects diverse backgrounds and experiences by showcasing a range of wheeled vehicles, including a student who uses a wheelchair. Students learn how various wheeled vehicles help in everyday society and life, with most vehicles being familiar to the students. This provides representation to students who may be wheelchair-bound.
In the “Introducing the Text” section of Orange, lesson 55, “Our Pets,” the materials include engaging content that authentically reflects relevant backgrounds and experiences as several children from various racial and cultural backgrounds show off their variety of pets, including horses, cats, pigs, and snakes. Students examine photographs and read simple, repetitive sentences to learn about different animals and their attributes. The book develops the themes and ideas of pet ownership, providing an authentic perspective on local communities and educational opportunities.
Evaluation for 8.2a
In the “Introducing the Text” section of Orange, lesson 24, “Making a Snowman,” the materials activate and supply background knowledge before students read the fictional text. The educator activates prior knowledge by introducing the book by having students discuss their experience with snow. The educator then goes through the major plot points of the story, explaining that the boy in the story makes a snowman and showing the students everything he will use to make the snowman, such as a hat. Finally, the educator tells the students to turn back to the beginning of the book to read and see how it ends.
In the “Introducing the Text” section of Orange, lesson 42, “The Puppet Show,” the materials activate and supply background knowledge before students read the fictional text. The educator activates prior knowledge by introducing the book by talking about puppets and explaining to the students that the little girl and her mother go to a theater to watch a puppet show. The educator then goes through the major plot points of the story, pointing out the various items the little girl and her mother encounter on their trip, before telling the students to turn back to the beginning of the book to read and see how it ends.
Evaluation for 8.2b
In the “Introducing the Text” section of Orange, lesson 35, “The Hat,” the educator points out the word went and then has the students locate it in the text and then has students say the word while running their 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 the “Introducing the Text” section of Orange, lesson 110, “The New Bike,” the educator discusses assembling a bike using various bike parts, such as pedals. However, there is no guidance or support to determine unfamiliar vocabulary, nor any guidance or support for the educator to pre-teach unfamiliar vocabulary.
Evaluation for 8.2c
In the “Discussing and Revisiting the Text” section of Orange, lesson 52, “My Bear,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “What can the girl in the story do with her bear?”, “How do you think the girl feels about her bear?” and “Why do you think that?” However, there is no explicit instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary.
In the “Discussing and Revisiting the Text” section of Orange, lesson 77, “Surprise!”, educators ask students to provide text evidence to answer various questions about the text’s plot, such as “Who was making the cake in the beginning?” and “Why didn’t Cow let Horse help?” However, there is no explicit instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary.
Evaluation for 8.2d
In the “Discussing and Revisiting the Text” section of Orange, lesson 75, “The Apple,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “What was the problem in the story?” and “Who helped Bear?” However, there are no opportunities for students to practice using contextual analysis to determine the word meaning of unfamiliar vocabulary.
In the “Discussing and Revisiting the Text” section of Orange, lesson 76, “The Game,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “Where did Sam and Gram hide?” and “What does Sam learn from playing the game?” However, there are no opportunities for students to practice using contextual analysis to determine the word meaning of unfamiliar vocabulary.
Evaluation for 8.3a
In the “Discussing and Revisiting the Text” section of Orange, lesson 59, “Flap, Flap, Fly,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “What do [the ducklings] do?” and “How do you think the little ducks feel when they try to fly?” 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 the “Discussing and Revisiting the Text” section of Orange, lesson 71, “Looking for Orson,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “What were some of the places Jack looks for Orson?” and “How does Jack feel about his dogs?” While these questions provide opportunities for students to recall details and make inferences, the lesson does not include explicit instruction that models comprehension strategies or teaches students how to approach different types of comprehension tasks.
Evaluation for 8.3b
In the “Reading the Text” and “Discussing and Revisiting the Text” sections of Orange, lesson 27, “Little Things,” the materials provide opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level fiction text. The educator asks students literal questions about the plot, such as “What does the girl do with the little things?” along with inferential questions such as, “How can you tell that she likes it?” The section ends with key understandings to continue the students’ discussion, including Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text using evidence from the narrative.
In the “Reading the Text” and “Discussing and Revisiting the Text” sections of Orange, lesson 60, “At the Pond,” the materials provide opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level fiction text. The educator asks students literal questions about the plot, such as “What do you notice about the last page in the book?” and inferential questions, such as “Why do you think the animals and insects go to the pond or live in the pond?” The section ends with key understandings to continue the students’ discussion, including Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text using evidence from the narrative.
8.1 High-Quality Texts
8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
3 out of 3 points
Evaluation for 8.1a
Evaluation for 8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
[Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
3 out of 3 points
In the “Analysis of New Book Characteristics” and “Introducing the Text” sections of Orange, lesson 93, “Gloop! Went the Soup,” students read a fantasy fiction text that follows a rabbit mother who is making a carrot soup for her family, where each family member believes something more and something different should be added to the dish. Students interpret a simple narrative with a cause-and-effect structure, words used to describe a sound such as gloop, and varying sentence lengths with compound sentences made up of clauses and phrases to discover the mother rabbit’s solution once the soup becomes inedible. The text structure and literary features provide opportunities to read a high-quality, grade-level, complex literary text.
8.1b
Materials include a variety of high-quality texts at different levels of complexity.
Materials include a variety of high-quality texts at different levels of complexity.
1 out of 1 points
Evaluation for 8.1b
Evaluation for 8.1b
Materials include a variety of high-quality texts at different levels of complexity.
1 out of 1 points
In the “Analysis of New Book Characteristics” section of Orange, lesson 103, “A Butterfly in the Rain,” the materials provide students opportunities to read a high-quality nonfiction expository text representing a different level of text complexity within the program. Students interpret facts about butterfly behavior, such as not being able to fly with wet wings, and content-specific vocabulary, such as nectar, with various sentence lengths to develop an understanding of cause-and-effect and problem-and-solution across increasingly complex text structures.
8.1c
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.
1 out of 1 points
Evaluation for 8.1c
Evaluation for 8.1c
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.
1 out of 1 points
In the “Introducing the Text” section of Orange, lesson 55, “Our Pets,” the materials include engaging content that authentically reflects relevant backgrounds and experiences as several children from various racial and cultural backgrounds show off their variety of pets, including horses, cats, pigs, and snakes. Students examine photographs and read simple, repetitive sentences to learn about different animals and their attributes. The book develops the themes and ideas of pet ownership, providing an authentic perspective on local communities and educational opportunities.
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 the “Introducing the Text” section of Orange, lesson 42, “The Puppet Show,” the materials activate and supply background knowledge before students read the fictional text. The educator activates prior knowledge by introducing the book by talking about puppets and explaining to the students that the little girl and her mother go to a theater to watch a puppet show. The educator then goes through the major plot points of the story, pointing out the various items the little girl and her mother encounter on their trip, before telling the 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 the “Introducing the Text” section of Orange, lesson 110, “The New Bike,” the educator discusses assembling a bike using various bike parts, such as pedals. However, there is no guidance or support to determine unfamiliar vocabulary, nor any guidance or support for the educator to pre-teach unfamiliar vocabulary.
8.2c
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 8.2c
Evaluation for 8.2c
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
In the “Discussing and Revisiting the Text” section of Orange, lesson 77, “Surprise!”, educators ask students to provide text evidence to answer various questions about the text’s plot, such as “Who was making the cake in the beginning?” and “Why didn’t Cow let Horse help?” 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 the “Discussing and Revisiting the Text” section of Orange, lesson 76, “The Game,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “Where did Sam and Gram hide?” and “What does Sam learn from playing the game?” 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 the “Discussing and Revisiting the Text” section of Orange, lesson 71, “Looking for Orson,” educators ask students to provide text evidence to answer various questions about the text’s plot, such as “What were some of the places Jack looks for Orson?” and “How does Jack feel about his dogs?” 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 the “Reading the Text” and “Discussing and Revisiting the Text” sections of Orange, lesson 60, “At the Pond,” the materials provide opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level fiction text. The educator asks students literal questions about the plot, such as “What do you notice about the last page in the book?” and inferential questions, such as “Why do you think the animals and insects go to the pond or live in the pond?” The section ends with key understandings to continue the students’ discussion, including 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.