Program Information
- ISBN
- 9780325112244
Fountas & Pinnell Leveled Literacy Intervention (LLI) Red/Gold/Purple Levels L–W, Grade 3
Grade 3
IMRA 2026
Publisher: Heinemann, a division of Greenwood Publishing Group LLC
Copyright: 2019
Series includes:
Rubric: Supplemental RLA K–5 (English) (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 3 | 48.47% | 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) Red 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 that their child will participate 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 Red System Guide provides characteristics of the program, including how to use it to support an existing core reading and language arts program. For example, the guide explains that LLI is a supplemental intervention, not a replacement for classroom instruction, and is designed to provide additional literacy support through daily small-group lessons that complement the core reading and language arts program.
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states “Intervention is supplementary to small group teaching in the classroom,” while explaining how educators are to use the product during these small groups.
Evaluation for 1.1c
Appendix D of the LLI Red System Guide provides a “Master Plan for Word Study in the LLI Red System,” which outlines the phonics, word study, vocabulary, and spelling skills addressed across lessons. The materials also include phonics and vocabulary maps that identify instructional skills taught throughout the program.
The lessons in the Red System are numbered 1 through 192 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 Red System Guide provides suggested pacing of the program for effective implementation. It explains that it provides daily 45-minute lessons delivered in small groups over a sustained period of instruction to accelerate students’ literacy growth.
The Administrator Fidelity Tool states that daily lessons last 45 minutes. This resource includes guidance on time requirements. For example, 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 designed for daily 45-minute instruction and further describes the time allocated to each lesson component. For example, the materials outline instructional routines including rereading, phonics and word study, reading new texts, comprehension conversations, and writing about reading within lessons.
Each lesson includes the “Assessing Reading and Writing Behaviors” section, which provides educators with guidance on what to observe when students are reading and writing. For example, LLI Red System lesson 20, “The Grouchy Neighbor,” directs educators to observe whether readers provide evidence from a text to support statements, infer events and character traits from illustrations, and read dialogue with intonation and expression.
Evaluation for 1.1f
The caregiver letters provide caregivers with suggestions for supporting students’ literacy development at home. For example, the materials recommend that caregivers read aloud daily, listen to the student read aloud, discuss books together, and support phonics and vocabulary practice outside of lessons. Corresponding caregiver letters are also provided in Spanish.
Each lesson includes a “Home/School Connection” section with suggestions for supporting literacy development outside of instruction. For example, LLI Red System lessons direct students to discuss books with family members and practice vocabulary and comprehension skills outside of lessons.
LLI Red 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 that their child will participate in the program to receive lessons “in addition to the regular reading instruction.” This letter notes that the instruction spans comprehension, vocabulary, phonics, and writing skills.
1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
1 out of 1 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
1 out of 1 points
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states “Intervention is supplementary to small group teaching in the classroom,” while explaining how educators are to use the product during these small groups.
1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
1 out of 3 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
1 out of 3 points
The lessons in the Red System are numbered 1 through 192 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 45 minutes. This resource includes guidance on time requirements. For example, 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 includes the “Assessing Reading and Writing Behaviors” section, which provides educators with guidance on what to observe when students are reading and writing. For example, LLI Red System lesson 20, “The Grouchy Neighbor,” directs educators to observe whether readers provide evidence from a text to support statements, infer events and character traits from illustrations, and read dialogue with intonation and expression.
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 includes a “Home/School Connection” section with suggestions for supporting literacy development outside of instruction. For example, LLI Red System lessons direct students to discuss books with family members and practice vocabulary and comprehension skills outside of lessons.
LLI Red 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
71% (10 out of 14 points)
Evaluation for 2.1a
Each lesson contains an “Assessing Reading and Writing Behaviors” section, which assesses students formatively. For example, Red, lesson 20, “The Grouchy Neighbor,” assesses students’ ability to read dialogue with expression and use evidence from the text to support comprehension responses. 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 Red 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 Red 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
Coding and Scoring Errors At-A-Glance provides educators with guidance for coding substitutions, omissions, insertions, repetitions, self-corrections, and appeals during running record assessment activities. The resource includes examples of oral reading behaviors and corresponding scoring procedures to support 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
Test Preparation Lessons, specifically the “Work with Test Items” sections, include multiple-choice comprehension and vocabulary questions connected to literary and informational passages. Assessment items require students to determine word meaning, analyze text evidence, and respond to inferencing and comprehension questions with varying levels of complexity.
The “Assessing Reading and Writing Behaviors” sections within Red lessons include formative assessment opportunities that require students to identify high-frequency words, respond to comprehension prompts, complete written responses connected to literary texts, categorize information from texts, and apply phonics and word analysis skills during instructional assessment activities at varying levels of complexity.
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 Red 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 during the year, the student is eligible for LLI. The materials include an “Instructional Level Expectations Chart” that illustrates the reading levels for students who are exceeding, meeting, approaching, or not meeting expectations at various points in the school year. For example, the chart identifies the instructional reading levels of students who need short-term intervention support and those performing below grade-level expectations.
Section 1 of the LLI Red System Guide includes a subsection titled “Exiting the System,” which explains that students may exit the intervention once they are reading on grade level. The materials include an Instructional Level Expectations Chart that illustrates the reading levels for students who are exceeding, meeting, approaching, or not meeting expectations at various times throughout the school year and helps educators determine when students achieve expected reading performance.
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 Red 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.
2 out of 2 points
Evaluation for 2.1d
Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.
2 out of 2 points
The “Assessing Reading and Writing Behaviors” sections within Red lessons include formative assessment opportunities that require students to identify high-frequency words, respond to comprehension prompts, complete written responses connected to literary texts, categorize information from texts, and apply phonics and word analysis skills during instructional assessment activities at varying levels of complexity.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
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 Red System Guide includes a subsection titled “Exiting the System,” which explains that students may exit the intervention once they are reading on grade level. The materials include an Instructional Level Expectations Chart that illustrates the reading levels for students who are exceeding, meeting, approaching, or not meeting expectations at various times throughout the school year and helps educators determine when students achieve expected reading performance.
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 Red, lesson 15, “Go Away, Geese!”, includes guidance for observing students’ ability to justify predictions, recognize problems and solutions, and use information from sidebars to support their understanding. 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 “Analysis of Oral Reading” section in Red, lesson 6, “Alfa and Beto,” includes guidance for observing students’ processing actions, phonics and word analysis, fluency, and language and comprehension behaviors during reading. The materials direct educators to analyze student performance and identify teaching priorities based on observed reading behaviors. 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 Red, lesson 21, “More Than Meow: How Cats Communicate,” includes educator guidance for facilitating discussion about observations, author purpose, and key understandings from the text. However, the materials do not include guidance for educators on providing SDI to students receiving supports and services through special education.
The “Reading the Text” section in Red, lesson 1, “Thunderstorm!”, includes educator guidance for sampling oral reading and using the Prompting Guide to support student reading behaviors during instruction. However, the materials do not include guidance for educators on providing SDI to students receiving supports and services through special education.
Evaluation for 3.2a
The “Discussing and Revisiting the Text” section in Red, lesson 151, “The Lie Detector,” includes explicit prompts that ask students to discuss the appeal and significance of a kind of art, consider the writer’s message, and infer the motivations of main and supporting characters. The lesson also prompts students to make connections among books in a series, infer cause-and-effect relationships, and support their thinking using information from the text. However, the materials do not include guidance to support the educator in modeling and explaining the skill(s) to be learned.
The “Reading the Text” section in Red, lesson 15, “Go Away, Geese!”, includes explicit prompts for students to read and use information from the text and sidebars to support understanding. Students are prompted to gather information from multiple sources within the text and use evidence to support their thinking. However, the materials do not include guidance to support the educator in modeling and explaining the targeted comprehension skill(s) before students engage with the task.
Evaluation for 3.2b
The “Analysis of Oral Reading” section in Red, lesson 8, “The House at the Edge of the Woods,” includes educator guidance and recommendations for effective lesson delivery and facilitation through observation, analysis, and responsive instruction. Educators analyze students’ processing actions, phonics and word analysis, fluency, and language and comprehension behaviors during reading and identify teaching priorities for subsequent instruction. These instructional approaches provide guidance for monitoring student performance and facilitating targeted follow-up instruction.
The “Supporting English Language Learners” and instructional discussion components in Red, lesson 150, “Cows on Parade,” include educator guidance and recommendations for effective lesson delivery and facilitation through vocabulary instruction, questioning, and analysis of informational text. For example, educators model the use of a pronunciation guide, support students in using a glossary while reading, and facilitate discussion about why the Cow Parade is important, how customs can represent cultures, and how examples contribute to the author’s purpose. Educators also guide students in finding evidence from the text to explain and justify their thinking.
Evaluation for 3.2c
Administrator’s Tool: Fidelity of LLI Implementation (Intermediate) states that students receive instruction in small groups and that lessons follow a defined instructional sequence that includes reading, discussion, phonics and word study, and writing activities. The materials identify instructional structures and routines for implementation, including educator-led small-group instruction, collaborative discussion, and independent student application activities to support effective implementation.
The “Assessing Reading and Writing Behaviors” section in Red, lesson 20, “The Grouchy Neighbor,” includes guidance on instructional structures that support effective implementation. Students engage in independent reading, participate in educator-led discussion about character traits, humor, plot development, and the story’s message, and complete writing activities that require them to explain what the story teaches about life. The lesson also includes word study activities and educator monitoring of student understanding, providing opportunities for educator-led instruction, collaborative discussion, and independent student work throughout the lesson sequence.
Evaluation for 3.3a
Each lesson includes a “Supporting English Language Learners” section that provides generic support for emergent bilingual (EB) students. For example, the “Supporting English Language Learners” section in Red, lesson 150, “Cows on Parade,” includes supports such as modeling the use of a pronunciation guide, supporting vocabulary development through illustrations, ensuring students use a glossary while reading, and helping students learn word meanings from context. However, these supports are not aligned with the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
The “Supporting English Language Learners” section in Red, lesson 11, “Remya Jose’s Great Idea,” provides guidance for supporting vocabulary development, inference making, and understanding text structures and text features during instruction. The materials suggest demonstrating an inference and showing evidence, explicitly teaching how punctuation affects oral reading and clarifying technical and unexplained vocabulary encountered in the text. However, the materials do not include educator guidance on providing linguistic accommodations for various levels of language proficiency as defined by the ELPS, which engages students in using increasingly academic language.
Evaluation for 3.3b
The “Supporting English Language Learners” section in Red, lesson 151, “The Lie Detector,” includes supports for emergent bilinguals such as explicitly explaining how lie detectors work, helping students understand challenging vocabulary, supporting comprehension of content-specific language, and having students hear, repeat, and understand complex sentences from the text. However, the materials do not include implementation guidance to support educators in effectively using the materials in state-approved bilingual and ESL programs.
The “Supporting English Language Learners” sections throughout the Red System provide language-development supports and instructional recommendations for emergent bilinguals. However, the materials do not provide guidance for implementing instruction within state-approved bilingual or ESL program models and do not include recommendations specific to bilingual or ESL program delivery.
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 “Analysis of Oral Reading” section in Red, lesson 6, “Alfa and Beto,” includes guidance for observing students’ processing actions, phonics and word analysis, fluency, and language and comprehension behaviors during reading. The materials direct educators to analyze student performance and identify teaching priorities based on observed reading behaviors. 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 Red, lesson 1, “Thunderstorm!”, includes educator guidance for sampling oral reading and using the Prompting Guide to support student reading behaviors during instruction. However, the materials do not include guidance for educators on providing SDI to 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 “Reading the Text” section in Red, lesson 15, “Go Away, Geese!”, includes explicit prompts for students to read and use information from the text and sidebars to support understanding. Students are prompted to gather information from multiple sources within the text and use evidence to support their thinking. However, the materials do not include guidance to support the educator in modeling and explaining the targeted comprehension skill(s) before students engage with the task.
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 “Supporting English Language Learners” and instructional discussion components in Red, lesson 150, “Cows on Parade,” include educator guidance and recommendations for effective lesson delivery and facilitation through vocabulary instruction, questioning, and analysis of informational text. For example, educators model the use of a pronunciation guide, support students in using a glossary while reading, and facilitate discussion about why the Cow Parade is important, how customs can represent cultures, and how examples contribute to the author’s purpose. Educators also guide students in finding evidence from the text to explain and justify their thinking.
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 “Assessing Reading and Writing Behaviors” section in Red, lesson 20, “The Grouchy Neighbor,” includes guidance on instructional structures that support effective implementation. Students engage in independent reading, participate in educator-led discussion about character traits, humor, plot development, and the story’s message, and complete writing activities that require them to explain what the story teaches about life. The lesson also includes word study activities and educator monitoring of student understanding, providing opportunities for educator-led instruction, collaborative discussion, and independent student work throughout the lesson sequence.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 2 points
The “Supporting English Language Learners” section in Red, lesson 11, “Remya Jose’s Great Idea,” provides guidance for supporting vocabulary development, inference making, and understanding text structures and text features during instruction. The materials suggest demonstrating an inference and showing evidence, explicitly teaching how punctuation affects oral reading and clarifying technical and unexplained vocabulary encountered in the text. However, the materials do not include educator guidance on providing linguistic accommodations for various levels of language proficiency as defined by the ELPS, which engages students in using increasingly academic language.
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
The “Supporting English Language Learners” sections throughout the Red System provide language-development supports and instructional recommendations for emergent bilinguals. However, the materials do not provide guidance for implementing instruction within state-approved bilingual or ESL program models and do not include recommendations specific to bilingual or ESL program delivery.
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
12% (3 out of 26 points)
Evaluation for 4.1a
The materials include guidance directing educators to observe students as they use context and sentence structure to identify unknown words during reading. The Guide for Observing and Noting Oral Reading Behaviors sections “Searching for and Using Information” and “Solving Words” prompt educators to observe whether students “use the meaning of the story or text to predict unknown words,” “use knowledge of oral language to solve unknown words,” “reread to see if a word sounds right in a sentence,” and “use the structure of the sentence to solve words.”
The materials include lesson-level guidance that directs educators to prompt students to use information from print and pictures while reading connected text. In Red, lesson 20, “The Grouchy Neighbor,” within the “Reading the Text” section, educators “sample oral reading and prompt, as needed, to search for and use information in the print and pictures” rather than directing students to identify unfamiliar words only through a phonics-based decoding process.
Evaluation for 4.2a
This guidance is not applicable to the program because TEKS for the grade level do not list phonological awareness skills.
Evaluation for 4.2b
This guidance is not applicable to the program because TEKS for the grade level do not list phonemic awareness skills.
Evaluation for 4.2c
This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.
Evaluation for 4.2d
This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.
Evaluation for 4.2e
This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.
Evaluation for 4.A.3a
Appendix B, “Master Plan for Word Study,” in the LLI Red System Guide, provides an overview for introducing sound–spelling patterns within the materials. The sequence includes instruction on short-vowel patterns, compound words, inflectional endings, long-vowel patterns, and syllable concepts. However, the materials do not include a systematic sequence for introducing sound–spelling patterns in alignment with the grade-level TEKS.
In the “Phonics/Word Study” section of Red, lesson 19, “Night Workers,” students analyze words containing the spellings oa, o-e, and ow during the same lesson. However, the lesson introduces multiple sound–spelling patterns simultaneously rather than through a systematic sequence of instruction.
Evaluation for 4.A.3b
The “Phonics/Word Study” section of Red, lesson 10, “The Invention with a Thousand Uses,” provides instruction for decoding and encoding words with double-consonant and onset-rime patterns. For example, students identify, analyze, and sort words containing the targeted sound–spelling patterns during the lesson word-study activities. However, the lesson does not include explicit instruction in decoding words using the targeted sound–spelling patterns.
The “Phonics/Word Study” section of Red, lesson 13, “Phoebe and Mr. P.,” provides instruction for decoding and encoding words with the inflectional ending -ed. For example, students read and sort words containing the -ed pattern during the lesson word-study activities. However, the lesson does not include explicit instruction in encoding words using the targeted sound–spelling pattern.
Evaluation for 4.A.3c
The “Phonics/Word Study” section of Red, lesson 20, “The Grouchy Neighbor,” includes student practice in decoding and encoding words using sound–spelling patterns. For example, students read words containing double-letter patterns, sort the words by spelling pattern, analyze similarities among the words, and participate in the lesson word-study activities. However, the materials do not include cumulative student practice in decoding and encoding words using sound–spelling patterns.
The “Phonics/Word Study” section of Red, lesson 9, “Saturday Plans,” includes student practice in decoding and encoding words using sound–spelling patterns. For example, students read compound words, identify the smaller words that form each compound word, and complete the lesson word-study activities related to the sound–spelling pattern. However, the materials do not include cumulative student practice in decoding and encoding words using sound–spelling patterns.
Evaluation for 4.A.3d
In Red, lesson 9, “Saturday Plans,” the “Phonics and Word Study” section teaches students to recognize and use phonogram patterns with double letters. However, the lesson requires students to read simple compound words, such as cardboard, even though the materials do not explicitly teach compound word spelling patterns before students encounter them in practice.
In Red, lesson 73, “The Trebuchet,” the “Phonics and Word Study” section teaches students that “some words have vowel patterns with a long or short sound.” However, the lesson requires students to read words such as machine, missile, castle, and biological, which do not align with the taught sound–spelling pattern.
Evaluation for 4.B.3a
Section 5, “Instructional Procedures for Phonics/Word Study: Words to Know,” in the LLI Red System Guide, provides groups of regular and irregular high-frequency words used throughout the program. 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 Red, lesson 7, “The House at the Edge of the Woods,” one of the goals of the “Phonics/Word Study” section is to recognize the high-frequency words quickly. 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 “Instructional Procedures for Phonics/Word Study: Words to Know” section of the LLI Red System Guide, the educator presents groups of high-frequency words, reads the words, and uses the words in sentences. The educator then asks students what they notice about each word and discusses features that may help students remember the words. The students then practice the words with partners. However, there is no explicit instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS.
In the “Phonics/Word Study” section of Red, lesson 51, “Jackson Tyler, Private Eye,” the educator introduces the high-frequency words and asks students, “What do you notice about this word?” and “What will help you remember it when you read it or when you want to write it?” The students then discuss, read, write, and record the words in their Literacy Notebooks. However, there is no explicit instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS.
Evaluation for 4.B.3c
In the “Phonics/Word Study” section of Red, lesson 7, “The House at the Edge of the Woods,” the educator directs students to notice features of the high-frequency words and read the words quickly and accurately. The students then participate in Lotto Game practice using the targeted high-frequency words. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in isolation or a decodable text.
In the “Phonics/Word Study” section of Red, lesson 16, “Treasure from the Sea,” the educator directs students to read the high-frequency words quickly and accurately before students participate in Lotto Game practice and read the connected text. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in isolation or a decodable text.
Evaluation for 4.B.3d
In the “Phonics/Word Study” section of Red, lesson 133, “Oscar Pistorius: Fast Like a Cheetah,” students practice the high-frequency words every, always, school, because, and know by building each word with magnetic letters, reading and discussing the words in context, identifying features they want to remember for accurate spelling, and recording the dictated words in the “Word Study” section of their Literacy Notebooks. Students then reinforce the words through the Lotto Game. However, the materials do not provide evidence that these regular and irregular high-frequency words were explicitly taught before students practiced them. The materials also do not document an instructional sequence verifying that student practice is limited to previously taught high-frequency words.
In the “Phonics/Word Study” section of Red, lesson 120, “Raising Kibo,” students practice the high-frequency words hear, might, third, those, though, through, walk, yesterday, myself, and second by reading each word, discussing features that will help them remember the word, identifying the onset and rime in the one-syllable words, and recording the words in their Literacy Notebooks during partner practice. Students then reinforce the words through the Lotto Game. However, the materials do not state that educators taught students these regular and irregular high-frequency words before students practiced them. The materials also don’t document an instructional sequence proving that student practice is limited to previously taught high-frequency words. provide evidence that these regular and irregular high-frequency words were explicitly taught before students practiced them or document an instructional sequence verifying that student practice is limited to previously taught high-frequency words.
Evaluation for 4.C.3a
In LLI Red System Guide, Appendix B, “Master Plan for Word Study,” there is an overview for introducing syllable types and syllable division principles within the materials. The sequence includes instruction on two-syllable words with closed syllables, multisyllabic words with medial consonants, multisyllabic words with open syllables, and multisyllabic words with closed syllables. However, the materials do not include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS.
In the “Phonics/Word Study” section of Red, lesson 130, “Getting Even with Steven,” the educator introduces the lesson principle that if two consonants are between two vowels, the word is divided between the consonants while consonant digraphs remain together. Students apply the principle by dividing and reading multisyllabic words such as support, upward, ignore, splashing, tractor, follow, challenge, important, washer, gossip, and cotton, then recording additional examples in their Literacy Notebooks. However, although the lesson teaches one syllable-division principle within the program’s sequence, the materials do not include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS.
Evaluation for 4.C.3b
In the “Phonics/Word Study” section of Red, lesson 129, “Growing a Giant,” students decode and encode two-syllable words containing closed syllables. The educator reads verb-consonant-consonant-verb (VCCV) words to students in sentences and asks them where to break the words into syllables. The educator asks, “What do you notice about the syllables and where the words are divided?” Although students read, sort, and analyze the words during the word-study activities, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
In the “Phonics/Word Study” section of Red, lesson 146, “The Disappearing Box,” students decode and encode two-syllable words using an open-syllable division pattern. The educator presents the words before, even, pretend, and paper, asks students where each word should be divided, and asks, “What do you notice about the vowel sound in the first syllable?” and “What do you notice about where you break the word?” Students then sort additional two-syllable words according to whether they have an open first syllable. Although students identify syllable breaks, sort words, and apply the syllable-division pattern during the word-study activities, 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.C.3c
In the “Phonics/Word Study” section of Red, lesson 36, “The Couch Potato,” students decode and encode words containing r-influenced vowel patterns. The teacher presents the words girl, corn, card, fern, and curl, models how to divide each word, and has students read each word and use it in a sentence. Students then read additional words, including harm, start, heard, clear, learn, germ, swirl, thirst, word, hurt, curve, north, and pearl, using slash marks to divide the words before practicing them through the Make It or Break It Board Game. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS, both in isolation and in decodable connected text, to develop automaticity.
In the “Phonics/Word Study” section of Red, lesson 37, “What’s New at the Zoo?” students decode and encode plural forms by adding -s and -es to base words. The teacher presents the words body, monkey, donkey, and sky, guides students to form the plural of each word, and directs them to identify spelling changes in words ending with y. Students then write the plural forms of tray, butterfly, turkey, valley, lady, party, pony, and hobby in their Literacy Notebooks before practicing through the Make It Match Game. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS, both in isolation and in decodable connected text, to develop automaticity.
Evaluation for 4.C.3d
In the “Phonics/Word Study” section of Red, lesson 180, “The Panther of Linda Vista,” students practice dividing multisyllabic words into syllables and identifying the stressed syllable. Students work with the words environment, chimpanzee, distribute, audience, skeleton, and desperate, determining syllable breaks and accent placement before using word-meaning clues to identify the correct word. In the connected text, students also encounter additional multisyllabic words such as interesting, mysterious, and neighborhood. However, the materials do not provide evidence that these additional syllable types and syllable division patterns have been explicitly taught before students practice them. Therefore, student practice does not include only syllable types and syllable division principles that have been explicitly taught.
In the “Phonics/Word Study” section of Red, lesson 162, “Mary Anning: Little Girl, Big Discoveries,” students practice dividing words between medial consonants while keeping consonant digraphs together. Students identify syllable breaks in conclude, ragged, winter, fishy, blanket, capture, magnet, athlete, and watches, then apply the same syllable-division principle to additional words, including ticket, powder, plumber, person, hatchet, and monkey. In the connected text, students also encounter multisyllabic words such as remarkable, contribution, discovery, crocodile, and dangerous, which require additional syllable analysis. However, the materials do not provide evidence that these additional syllable types and syllable division principles have been explicitly taught before students practice them. Therefore, student practice does not include only syllable types and syllable division principles that have been explicitly taught.
Evaluation for 4.D.3a
Appendix B, “Master Plan for Word Study,” in the LLI Red System Guide provides an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from inflectional endings to plural forms, prefixes, and suffixes.
Appendix B, “Master Plan for Word Study,” in the LLI Red System Guide provides an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from instruction on inflectional endings in lesson 8 to prefixes pre-, non-, and sub- in lesson 149 and plural forms in lesson 166.
Evaluation for 4.D.3b
In the “Phonics/Word Study” section of Red, lesson 88, “When Dogs Fly,” the teacher explains the lesson principle that prefixes are added to the beginnings of words to change their meanings. The teacher presents words containing the prefixes un-, re-, and dis-, reading and using each word in a sentence. The teacher then guides students to identify the prefixes and base words and discuss how the prefixes change the meanings of the words. Finally, the students apply the prefixes to additional words during the lesson.
In the “Phonics/Word Study” section of Red, lesson 143, “Runaway Islands,” the teacher explains the lesson principle that adding the suffix -ly changes an adjective into an adverb. The teacher presents words with and without the suffix, reading the words and discussing how the suffix changes the meaning and function of each word. Students then compare the word pairs, identify the suffix, analyze how the suffix changes each word’s meaning, and apply the suffix during the lesson.
Evaluation for 4.D.3c
In the “Phonics/Word Study” section of Red, lesson 149, “Changing Lives with Music,” the teacher explains that the prefix pre- means “before,” non- means “not,” and sub- means “under” or “lower.” The students identify the prefixes in words, discuss how the prefixes change the meanings of the words, and apply the prefixes during the lesson. However, the materials do not include cumulative student practice of morphological skills.
In the “Phonics/Word Study” section of Red, lesson 166, “Slim Jim Rides the Range,” the teacher explains that to form plurals, students add -s or -es, change y to i and add -es, or change f or fe to v and add -es. The students form plural words, sort the words into columns, and complete the lesson word-study activities. However, the materials do not include cumulative student practice of morphological skills.
Evaluation for 4.D.3d
In the “Phonics/Word Study” section of Red, lesson 71, “Sneezes and Sniffles: Your Questions Answered,” students practice morphemes that have been explicitly taught. The teacher explicitly introduces the suffixes -ful and -less, explaining that -ful means “full of” and -less means “without.” Students examine the words colorful, beautiful, and helpless, identify the base words and suffixes, and discuss how each suffix changes the meaning of the base word. Students then apply the taught suffixes by sorting homeless, careless, fearless, cheerful, plentiful, fanciful, playful, and careful, underlining the base words and using one -ful word and one -less word in original sentences. Student practice includes only morphemes that have been explicitly taught.
In the “Phonics/Word Study” section of Red, lesson 13, “Phoebe and Mr. P,” students practice the inflectional morpheme -ed after it has been explicitly taught. The teacher explains that adding -ed to a word shows an action happened in the past and models the spelling changes required when adding the ending. Students read and compare the words walked, smiled, wanted, jumped, yelled, traded, hiked, raised, needed, cracked, boiled, and waited, sorting them according to the pronunciation of the -ed ending before completing additional practice in their Literacy Notebooks. Student practice includes only the morpheme that has been explicitly taught.
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
The materials include lesson-level guidance that directs educators to prompt students to use information from print and pictures while reading connected text. In Red, lesson 20, “The Grouchy Neighbor,” within the “Reading the Text” section, educators “sample oral reading and prompt, as needed, to search for and use information in the print and pictures” rather than directing students to identify unfamiliar words only through a phonics-based decoding process.
4.2 Phonological and Phonemic Awareness (K-2)
4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.
Not applicable.
Evaluation for 4.2a
Evaluation for 4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.
Not applicable.
4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).
Not applicable.
Evaluation for 4.2b
Evaluation for 4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).
Not applicable.
4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable.
Evaluation for 4.2c
Evaluation for 4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable.
4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable.
Evaluation for 4.2d
Evaluation for 4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable.
4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.
Not applicable.
Evaluation for 4.2e
Evaluation for 4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.
Not applicable.
4.A.3 Sound-Spelling Patterns
4.A.3a
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 4.A.3a
Evaluation for 4.A.3a
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
In the “Phonics/Word Study” section of Red, lesson 19, “Night Workers,” students analyze words containing the spellings oa, o-e, and ow during the same lesson. However, the lesson introduces multiple sound–spelling patterns simultaneously rather than through a systematic sequence of instruction.
4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 2 points
Evaluation for 4.A.3b
Evaluation for 4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 2 points
The “Phonics/Word Study” section of Red, lesson 13, “Phoebe and Mr. P.,” provides instruction for decoding and encoding words with the inflectional ending -ed. For example, students read and sort words containing the -ed pattern during the lesson word-study activities. However, the lesson does not include explicit instruction in encoding words using the targeted sound–spelling pattern.
4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
Evaluation for 4.A.3c
Evaluation for 4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
The “Phonics/Word Study” section of Red, lesson 9, “Saturday Plans,” includes student practice in decoding and encoding words using sound–spelling patterns. For example, students read compound words, identify the smaller words that form each compound word, and complete the lesson word-study activities related to the sound–spelling pattern. However, the materials do not include cumulative student practice in decoding and encoding words using sound–spelling patterns.
4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.
Student practice includes only sound-spelling patterns that have been explicitly taught.
0 out of 1 points
Evaluation for 4.A.3d
Evaluation for 4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.
0 out of 1 points
In Red, lesson 73, “The Trebuchet,” the “Phonics and Word Study” section teaches students that “some words have vowel patterns with a long or short sound.” However, the lesson requires students to read words such as machine, missile, castle, and biological, which do not align with the taught sound–spelling pattern.
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 Red, lesson 7, “The House at the Edge of the Woods,” one of the goals of the “Phonics/Word Study” section is to recognize the high-frequency words quickly. 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 “Phonics/Word Study” section of Red, lesson 51, “Jackson Tyler, Private Eye,” the educator introduces the high-frequency words and asks students, “What do you notice about this word?” and “What will help you remember it when you read it or when you want to write it?” The students then discuss, read, write, and record the words in their Literacy Notebooks. However, there is no explicit instruction in decoding and encoding regular and irregular high-frequency words from a research-based list 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 “Phonics/Word Study” section of Red, lesson 16, “Treasure from the Sea,” the educator directs students to read the high-frequency words quickly and accurately before students participate in Lotto Game practice and read the connected text. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in isolation or a decodable text.
4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
0 out of 1 points
Evaluation for 4.B.3d
Evaluation for 4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
0 out of 1 points
In the “Phonics/Word Study” section of Red, lesson 120, “Raising Kibo,” students practice the high-frequency words hear, might, third, those, though, through, walk, yesterday, myself, and second by reading each word, discussing features that will help them remember the word, identifying the onset and rime in the one-syllable words, and recording the words in their Literacy Notebooks during partner practice. Students then reinforce the words through the Lotto Game. However, the materials do not state that educators taught students these regular and irregular high-frequency words before students practiced them. The materials also don’t document an instructional sequence proving that student practice is limited to previously taught high-frequency words. provide evidence that these regular and irregular high-frequency words were explicitly taught before students practiced them or document an instructional sequence verifying that student practice is limited to previously taught high-frequency words.
4.C.3 One-Syllable and Multisyllabic Words
4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 4.C.3a
Evaluation for 4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
In the “Phonics/Word Study” section of Red, lesson 130, “Getting Even with Steven,” the educator introduces the lesson principle that if two consonants are between two vowels, the word is divided between the consonants while consonant digraphs remain together. Students apply the principle by dividing and reading multisyllabic words such as support, upward, ignore, splashing, tractor, follow, challenge, important, washer, gossip, and cotton, then recording additional examples in their Literacy Notebooks. However, although the lesson teaches one syllable-division principle within the program’s sequence, the materials do not include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS.
4.C.3b
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 2 points
Evaluation for 4.C.3b
Evaluation for 4.C.3b
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 2 points
In the “Phonics/Word Study” section of Red, lesson 146, “The Disappearing Box,” students decode and encode two-syllable words using an open-syllable division pattern. The educator presents the words before, even, pretend, and paper, asks students where each word should be divided, and asks, “What do you notice about the vowel sound in the first syllable?” and “What do you notice about where you break the word?” Students then sort additional two-syllable words according to whether they have an open first syllable. Although students identify syllable breaks, sort words, and apply the syllable-division pattern during the word-study activities, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
4.C.3c
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
Evaluation for 4.C.3c
Evaluation for 4.C.3c
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
In the “Phonics/Word Study” section of Red, lesson 37, “What’s New at the Zoo?” students decode and encode plural forms by adding -s and -es to base words. The teacher presents the words body, monkey, donkey, and sky, guides students to form the plural of each word, and directs them to identify spelling changes in words ending with y. Students then write the plural forms of tray, butterfly, turkey, valley, lady, party, pony, and hobby in their Literacy Notebooks before practicing through the Make It Match Game. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS, both in isolation and in decodable connected text, to develop automaticity.
4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
0 out of 1 points
Evaluation for 4.C.3d
Evaluation for 4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
0 out of 1 points
In the “Phonics/Word Study” section of Red, lesson 162, “Mary Anning: Little Girl, Big Discoveries,” students practice dividing words between medial consonants while keeping consonant digraphs together. Students identify syllable breaks in conclude, ragged, winter, fishy, blanket, capture, magnet, athlete, and watches, then apply the same syllable-division principle to additional words, including ticket, powder, plumber, person, hatchet, and monkey. In the connected text, students also encounter multisyllabic words such as remarkable, contribution, discovery, crocodile, and dangerous, which require additional syllable analysis. However, the materials do not provide evidence that these additional syllable types and syllable division principles have been explicitly taught before students practice them. Therefore, student practice does not include only syllable types and syllable division principles that have been explicitly taught.
4.D.3 Morphemes (1-5)
4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.D.3a
Evaluation for 4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Appendix B, “Master Plan for Word Study,” in the LLI Red System Guide provides an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from instruction on inflectional endings in lesson 8 to prefixes pre-, non-, and sub- in lesson 149 and plural forms in lesson 166.
4.D.3b
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.D.3b
Evaluation for 4.D.3b
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
In the “Phonics/Word Study” section of Red, lesson 143, “Runaway Islands,” the teacher explains the lesson principle that adding the suffix -ly changes an adjective into an adverb. The teacher presents words with and without the suffix, reading the words and discussing how the suffix changes the meaning and function of each word. Students then compare the word pairs, identify the suffix, analyze how the suffix changes each word’s meaning, and apply the suffix during the lesson.
4.D.3c
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.
0 out of 2 points
Evaluation for 4.D.3c
Evaluation for 4.D.3c
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.
0 out of 2 points
In the “Phonics/Word Study” section of Red, lesson 166, “Slim Jim Rides the Range,” the teacher explains that to form plurals, students add -s or -es, change y to i and add -es, or change f or fe to v and add -es. The students form plural words, sort the words into columns, and complete the lesson word-study activities. However, the materials do not include cumulative student practice of morphological skills.
4.D.3d
Student practice includes only morphemes that have been explicitly taught.
Student practice includes only morphemes that have been explicitly taught.
1 out of 1 points
Evaluation for 4.D.3d
Evaluation for 4.D.3d
Student practice includes only morphemes that have been explicitly taught.
1 out of 1 points
In the “Phonics/Word Study” section of Red, lesson 13, “Phoebe and Mr. P,” students practice the inflectional morpheme -ed after it has been explicitly taught. The teacher explains that adding -ed to a word shows an action happened in the past and models the spelling changes required when adding the ending. Students read and compare the words walked, smiled, wanted, jumped, yelled, traded, hiked, raised, needed, cracked, boiled, and waited, sorting them according to the pronunciation of the -ed ending before completing additional practice in their Literacy Notebooks. Student practice includes only the morpheme that has been explicitly taught.
Rubric Section 5
Vocabulary
Materials support the development of vocabulary by teaching specific words and word-learning strategies.
Total
60% (6 out of 10 points)
Evaluation for 5.1a
In the “Vocabulary: Learn from Context” section of Red, lesson 20, “The Grouchy Neighbor,” students determine the meaning of the word brilliant from context. The teacher also compares brilliant with the synonym bright, and discusses how both meanings relate to something that stands out or shines. However, the lesson does not include additional explicit strategies for teaching word meaning.
In the “Vocabulary: Learn from Context” section of Red, lesson 108, “Beach Art,” students determine the meaning of the word authentic from context. The teacher provides synonyms including genuine, real, true, and reliable, and introduces the related word authenticity by explaining how the suffix -ity changes the word from an adjective to a noun. However, the lesson does not include additional explicit strategies for teaching word meaning.
Evaluation for 5.1b
In the “Vocabulary: Learn from Context” section of Red, lesson 56, “The Mystery of Yawning,” students determine the meaning of the Tier 2 word ancient from context. In the “Introducing the Text” section, the teacher introduces Tier 3 academic vocabulary, including oxygen, breathe, and scientist, before students read the informational text. However, the Tier 3 academic vocabulary is introduced before reading and is not selected for explicit vocabulary instruction.
In the “Vocabulary: Think, Pair, Share” section of Red, lesson 77, “Soccer Luck,” students determine the meaning of the Tier 2 word disappointed and discuss the related words disappoint and disappointment. In the “Introducing the Text” section, the teacher introduces Tier 3 sports vocabulary, including goalie and rumor, before students read the realistic fiction text. However, the Tier 3 academic vocabulary is introduced before reading and is not selected for explicit vocabulary instruction.
Evaluation for 5.1c
Each lesson contains a “Vocabulary” section in which students receive explicit instruction on a target vocabulary word. For example, in the “Vocabulary: Use Morphology and Word Parts” section of Red, lesson 165, “The Princess and the Dragon,” students determine the meaning of the word flexible from context. The teacher explains the base word flex, the suffix -ible, and discusses both the literal and figurative meanings of the word. However, there are no repeated opportunities for students to practice using the word flexible in multiple contexts.
Each lesson contains a “Vocabulary” section in which students receive explicit instruction on a target vocabulary word. For example, in the “Vocabulary: Think, Pair, Share” section of Red, lesson 175, “Dinner in India,” students determine the meaning of the word official and discuss the related words office and officer. The teacher explains that an official is someone who holds a position of responsibility and distinguishes the meanings of the related words. However, there are no repeated opportunities for students to practice using the word official in multiple contexts.
Evaluation for 5.2a
In the “Phonics/Word Study” section of Red, lesson 47, “The Long Way Home,” the teacher explains that adding the prefixes re- and un- changes the meaning of a base word. The teacher explains that re- means “to do again” and un- means “not” or “to reverse,” models the prefixes using the words remake, redo, recycle, refresh, untie, undo, unknown, and unbelievable, and guides students to identify the prefixes and explain how they change the meanings of the base words. The students then read additional prefixed words and use them in sentences with a partner.
In the “Phonics/Word Study” section of Red, lesson 71, “Sneezes and Sniffles: Your Questions Answered,” the teacher explains that adding the suffix -ful means “full of” and adding the suffix -less means “without.” The teacher models the words colorful, beautiful, and helpless, guides students to identify the base words and discuss how the suffix changes the meaning of each word, and has students sort additional -ful and -less words. The students then underline the base words and write sentences using one -ful word and one -less word in their Literacy Notebooks.
Evaluation for 5.2b
In the “Phonics/Word Study” section of Red, lesson 104, “At Home with the Slackers,” the teacher explains that the prefix dis- means “not” or “the opposite of” and the prefix mis- means “to do something wrong.” The students read the words disobey, disrespect, dislike, dishonest, mislead, mistrust, misbehave, and mistreat, discuss the meanings of the words with a partner, use the words in sentences, and practice the prefixes by playing the Make It Match Game.
Evaluation for 5.2c
In the “Vocabulary” section of Red, lesson 78, “Walking Waldo,” the teacher directs students to reread the last paragraph on page 10 to determine the meaning of the word sneered in the story. Students construct a definition with a partner, explain the rationale for their thinking, discuss the textual information that helped them determine the meaning, and then receive explicit teacher guidance explaining how the author’s use of the word develops the character.
In the “Vocabulary” section of Red, lesson 103, “The Slackers, Out and About,” the teacher directs students to reread a paragraph of “Tucker’s Story” to determine the meaning of the word delicious in the story. Students construct a definition with a partner, share their thinking with the group, and the teacher explicitly distinguishes the contextual meaning of delicious before extending the discussion to related vocabulary.
Evaluation for 5.2d
In the “Vocabulary” section of Red, lesson 146, “The Disappearing Box,” students reread paragraphs containing the word solutions, discuss the meaning of the word with a partner using information from the surrounding text, share their thinking with the group, write the word and its definition in the word study section of their Literacy Notebooks, and then record a second meaning of solution after the teacher explains the multiple meanings of the word.
In the “Vocabulary” section of Red, lesson 4, “Eggs for Gram,” students reread the sentence containing the word dangerous, determine the meaning of the word in the story, discuss its meaning during the class conversation, and connect the contextual meaning to the related words danger and endangered to strengthen their understanding of the vocabulary.
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).
1 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).
1 out of 2 points
In the “Vocabulary: Learn from Context” section of Red, lesson 108, “Beach Art,” students determine the meaning of the word authentic from context. The teacher provides synonyms including genuine, real, true, and reliable, and introduces the related word authenticity by explaining how the suffix -ity changes the word from an adjective to a noun. However, the lesson does not include additional explicit strategies for teaching 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.
1 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.
1 out of 2 points
In the “Vocabulary: Think, Pair, Share” section of Red, lesson 77, “Soccer Luck,” students determine the meaning of the Tier 2 word disappointed and discuss the related words disappoint and disappointment. In the “Introducing the Text” section, the teacher introduces Tier 3 sports vocabulary, including goalie and rumor, before students read the realistic fiction text. However, the Tier 3 academic vocabulary is introduced before reading and is not selected for explicit vocabulary instruction.
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 a “Vocabulary” section in which students receive explicit instruction on a target vocabulary word. For example, in the “Vocabulary: Think, Pair, Share” section of Red, lesson 175, “Dinner in India,” students determine the meaning of the word official and discuss the related words office and officer. The teacher explains that an official is someone who holds a position of responsibility and distinguishes the meanings of the related words. However, there are no repeated opportunities for students to practice using the word official 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.
1 out of 1 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials include explicit (direct) instruction on using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
In the “Phonics/Word Study” section of Red, lesson 71, “Sneezes and Sniffles: Your Questions Answered,” the teacher explains that adding the suffix -ful means “full of” and adding the suffix -less means “without.” The teacher models the words colorful, beautiful, and helpless, guides students to identify the base words and discuss how the suffix changes the meaning of each word, and has students sort additional -ful and -less words. The students then underline the base words and write sentences using one -ful word and one -less word in their Literacy Notebooks.
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.
1 out of 1 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials include opportunities for students to practice using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
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.
1 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.
1 out of 1 points
In the “Vocabulary” section of Red, lesson 103, “The Slackers, Out and About,” the teacher directs students to reread a paragraph of “Tucker’s Story” to determine the meaning of the word delicious in the story. Students construct a definition with a partner, share their thinking with the group, and the teacher explicitly distinguishes the contextual meaning of delicious before extending the discussion to related vocabulary.
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.
1 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.
1 out of 1 points
In the “Vocabulary” section of Red, lesson 4, “Eggs for Gram,” students reread the sentence containing the word dangerous, determine the meaning of the word in the story, discuss its meaning during the class conversation, and connect the contextual meaning to the related words danger and endangered to strengthen their understanding of the vocabulary.
Rubric Section 6
Fluency
Materials support the development of reading fluency (i.e., rate, accuracy, prosody) with grade-level texts as appropriate for the program's stated purpose.
Total
71% (5 out of 7 points)
Evaluation for 6.1a
In the “Fluency” section of Red, lesson 16, “Treasure from the Sea,” the teacher models fluent reading using Phrased Reading 16 before students practice. Students first listen as the teacher models phrased reading, then use the phrase markings to read the passage with a partner. Students then reread a page of the rereading text, “Go Away, Geese!”, without the phrase markings to apply the modeled phrasing independently.
In the “Fluency” section of Red, lesson 20, “The Grouchy Neighbor,” the teacher models fluent reading of dialogue from the rereading text, “Bea Prepared,” by reading a page aloud while demonstrating how punctuation affects intonation and expression. Students then echo-read the same dialogue with a partner, applying the teacher’s modeled expression and pausing.
Evaluation for 6.1b
In the “Fluency” section of Red, lesson 178, “Yeti Quest,” students participate in a Readers’ Theater by reading assigned dialogue aloud while the teacher models expressive reading. Students reread the script using appropriate expression, phrasing, and character voice to reflect the personalities and intentions of the speakers. However, the materials do not include opportunities for students to practice reading fluency with word lists or with fluency phrases.
In the “Fluency” section of Red, lesson 180, “The Panther of Linda Vista,” students read the “First Chorus” from “On Stage” in unison with rhythm and expression and then reread the lines in alternating groups to practice expressive oral reading. However, the materials do not include opportunities for students to practice reading fluency with word lists or with fluency phrases.
Evaluation for 6.1c
Each odd-numbered lesson includes a “Rereading” section in which students reread two texts: one below their current reading level and the other slightly below or at their current reading level. Then, the students read a new text at their instructional reading level. For example, in Red, lesson 53, “The Bear Son: An Inuit Tale,” students reread “Go Home, Mrs. Mott,” Level K, before reading the new text “The Bear Son: An Inuit Tale,” Level M.
Each even-numbered lesson includes a “Rereading and Assessment” section in which students reread a previously read text for assessment before reading a new text at their instructional reading level. For example, in Red, lesson 130, “Getting Even with Steven,” students reread “Growing a Giant,” Level P, during the Rereading and Assessment section before reading the new text “Getting Even with Steven,” Level N.
Evaluation for 6.1d
The Leveled Literacy Intervention (LLI) Red System includes a variety of texts at different levels of complexity. For example, lessons 51–60 include instructional texts such as “The Bear Son: An Inuit Tale,” Level M, while lessons 121–140 include instructional texts such as “Getting Even with Steven,” Level N, “Oscar Pistorius: Fast Like a Cheetah,” Level P, and “The Voyage of the Plastiki,” Level P.
The Leveled Literacy Intervention (LLI) Red System includes a variety of texts at different levels of complexity. For example, lessons 171–180 include instructional texts such as “Yeti Quest,” Level O, and “The Panther of Linda Vista,” Level O, demonstrating continued progression through increasingly complex texts.
Evaluation for 6.1e
In the “Maintaining Fluency” section of Prompting Guide, part 1, the materials provide explicit guidance for educators to teach, prompt, and reinforce fluent reading. Teachers receive scripted feedback for reading rate, pausing, phrasing, word stress, intonation, and integration, including prompts such as “Make a full stop at the period,” “Take a little pause when you see the comma,” and reinforcement statements such as “You made a full stop” and “You made your voice sound like the character was talking.”
In the “Teaching for Fluency in LLI Lessons” and “Oral Reading” sections of the LLI Red System Guide, teachers are provided explicit guidance for modeling fluent reading, assessing student fluency, completing the Oral Reading Recording Form, and conducting feedback conversations with students. The guidance includes instructional language such as “Take a short breath when you use a comma,” “Read it like this,” and “Make your voice go down at the period,” to support feedback related to rate, accuracy, and prosody.
6.1 Fluency
6.1a
Materials include modeling of fluent reading (including rate, accuracy, and prosody).
Materials include modeling of fluent reading (including rate, accuracy, and prosody).
1 out of 1 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials include modeling of fluent reading (including rate, accuracy, and prosody).
1 out of 1 points
In the “Fluency” section of Red, lesson 20, “The Grouchy Neighbor,” the teacher models fluent reading of dialogue from the rereading text, “Bea Prepared,” by reading a page aloud while demonstrating how punctuation affects intonation and expression. Students then echo-read the same dialogue with a partner, applying the teacher’s modeled expression and pausing.
6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
1 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
1 out of 3 points
In the “Fluency” section of Red, lesson 180, “The Panther of Linda Vista,” students read the “First Chorus” from “On Stage” in unison with rhythm and expression and then reread the lines in alternating groups to practice expressive oral reading. However, the materials do not include opportunities for students to practice reading fluency with word lists or with fluency phrases.
6.1c
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.
1 out of 1 points
Each even-numbered lesson includes a “Rereading and Assessment” section in which students reread a previously read text for assessment before reading a new text at their instructional reading level. For example, in Red, lesson 130, “Getting Even with Steven,” students reread “Growing a Giant,” Level P, during the Rereading and Assessment section before reading the new text “Getting Even with Steven,” Level N.
6.1d
Materials include a variety of texts at different levels of complexity.
Materials include a variety of texts at different levels of complexity.
1 out of 1 points
Evaluation for 6.1d
Evaluation for 6.1d
Materials include a variety of texts at different levels of complexity.
1 out of 1 points
The Leveled Literacy Intervention (LLI) Red System includes a variety of texts at different levels of complexity. For example, lessons 171–180 include instructional texts such as “Yeti Quest,” Level O, and “The Panther of Linda Vista,” Level O, demonstrating continued progression through increasingly complex texts.
6.1e
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).
1 out of 1 points
Evaluation for 6.1e
Evaluation for 6.1e
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).
1 out of 1 points
In the “Teaching for Fluency in LLI Lessons” and “Oral Reading” sections of the LLI Red System Guide, teachers are provided explicit guidance for modeling fluent reading, assessing student fluency, completing the Oral Reading Recording Form, and conducting feedback conversations with students. The guidance includes instructional language such as “Take a short breath when you use a comma,” “Read it like this,” and “Make your voice go down at the period,” to support feedback related to rate, accuracy, and prosody.
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
100% (13 out of 13 points)
Evaluation for 8.1a
In the “Analysis of New Book Characteristics” and “Introducing the Text” sections of Red, lesson 83, “Cricket Musicians,” students read an expository nonfiction text explaining how crickets have been valued as musical pets in China for more than 1,000 years. Students use the table of contents to anticipate how the text is organized, interpret labeled photographs showing the anatomy of a cricket, analyze a chart comparing different types of crickets, and read sidebars, captions, and content-specific vocabulary such as gourds, tickler, and composer to build understanding of unfamiliar Chinese customs and traditions. These multiple 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 Red, lesson 100, “The Spaghetti Street News,” students read a realistic fiction hybrid text that combines a chronological narrative with embedded newspaper articles reporting events from the story. Students interpret newspaper headlines, chapter titles, dialogue, and clues about the missing dog Bongo while synthesizing information presented across both the narrative and the newspaper articles to solve the mystery. These multiple text structures 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 Red, lesson 72, “Copycat Bird,” the materials provide opportunities for students to read a high-quality informational text representing one level of text complexity within the program. Students read an expository nonfiction text organized through description, temporal sequence, and compare-and-contrast structures while using a table of contents, headings, sidebars, labels, captions, pronunciation guide, and detailed illustrations to understand how the indigobird survives by imitating the firefinch. The text includes figurative language, complex sentence structures, content-specific vocabulary, and multiple informational text features that increase text complexity.
In the “Analysis of New Book Characteristics” section of Red, lesson 150, “Cows on Parade,” the materials provide students opportunities to read a high-quality informational text representing a different level of text complexity within the program. Students interpret categorical, descriptive, and compare-and-contrast structures while integrating photographs of public artwork, captions, sidebars, glossary-supported vocabulary such as exhibit, amateur, and ethnic, pronunciation guides, and cultural examples from multiple cities to develop understanding across increasingly complex informational text features.
Evaluation for 8.1c
In the “Introducing the Text” and “Analysis of New Book Characteristics” sections of Red, lesson 86, “Nadya Vessey: Mermaid,” the materials include relevant, engaging content that authentically reflects diverse backgrounds and experiences through the biography of Nadya Vessey, who continues pursuing her dream of swimming after losing both legs. Students learn how prosthetic legs and a custom-designed mermaid tail enable Nadya to overcome physical challenges while exploring the themes “Don’t give up on your dreams” and “Live your life to the fullest regardless of disability.” The authentic biography provides meaningful representation of perseverance and disability through a real-world experience.
In the “Introducing the Text” and “Analysis of New Book Characteristics” sections of Red, lesson 48, “Babar Ali’s School,” the materials include relevant, engaging content that authentically reflects students’ diverse backgrounds and experiences by introducing Babar Ali, a child living in rural India who creates a free school for children unable to afford an education. Students examine photographs, maps, and authentic details about village life while learning how education, community service, and determination positively affect others across different cultures and life circumstances. The biography develops the themes “With hard work and dedication to a good cause, even a child can make a difference in the world” and “Act upon what you believe in,” providing an authentic perspective on global communities and educational opportunity.
Evaluation for 8.2a
In the “Introducing the Text” section of Red, lesson 150, “Cows on Parade,” the materials activate and supply background knowledge before students read the informational text. The teacher activates prior knowledge by asking students to discuss previous Art for All books, examine photographs, and share experiences with public art. The lesson supplies new background knowledge by introducing the international CowParade exhibition, explaining its origins in Zurich, Switzerland, previewing sculptures from Madrid, Spain; Xiamen, China; and Lima, Peru, and clarifying the glossary terms amateur and ethnic before students begin reading about how artists use public art to represent local cultures and traditions.
In the “Introducing the Text” section of Red, lesson 151, “The Lie Detector,” the materials activate and supply background knowledge before students read the realistic fiction text. The teacher activates prior knowledge by connecting the lesson to the previously read Daniel’s Gadgets series and prompting students to predict the story problem from the title page. The lesson supplies new background knowledge by introducing how a lie detector works and clarifying the vocabulary contraption, palm, tone, and fine-tuned, preparing students to understand the scientific concepts and events that drive the story.
Evaluation for 8.2b
In the “Introducing the Text” section of Red, lesson 68, “Dog Heroes,” the materials pre-teach unfamiliar vocabulary before students read the informational text. The teacher introduces the word diabetes, directs students to pronounce and locate the word on the page using the pronunciation guide, and explains what diabetes is before students read about Belle’s role as a service dog. This pre-teaching prepares students to understand why Belle’s actions are important to the events in the text.
In the “Introducing the Text” section of Red, lesson 70, “The Coldest Town on Earth,” the materials pre-teach unfamiliar vocabulary before students read the informational text. The teacher introduces the pronunciation of Oymyakon using the pronunciation guide and explicitly explains the meaning of frostbite before students encounter the term while reading about life in one of the coldest inhabited places on Earth. This instruction prepares students to comprehend the scientific and geographic content of the text.
Evaluation for 8.2c
In the “Vocabulary: Learn from Context” routine of Red, lesson 153, “Stay Away from Simon!” the materials provide systematic and explicit instruction in using contextual analysis to determine the meaning of unfamiliar vocabulary. The teacher directs students to reread a page, locate the word awkward, and determine its meaning from the surrounding events before discussing their thinking with a partner. After students explain how the context shows Jeremy and Rose “didn’t know what to say at first,” the teacher confirms that awkward means “uncomfortable” in this situation and extends the lesson by comparing this contextual meaning with the alternate meaning of moving in a clumsy manner. Students learn that readers use surrounding text to determine which meaning best fits the context.
In the “Vocabulary: Think, Pair, Share” routine of Red, lesson 156, “Stay Away from Simon!” the materials provide systematic and explicit instruction in using contextual analysis to determine the meaning of unfamiliar vocabulary. The teacher directs students to reread a paragraph, identify contextual information supporting the meaning of unconsciously, develop a definition with a partner, and refine their thinking during whole-group discussion. After students determine the contextual meaning, the teacher connects unconsciously to conscious and self-conscious, demonstrating how readers confirm and deepen word meaning after first establishing it through context.
Evaluation for 8.2d
In the “Vocabulary: Learn from Context” section of Red, lesson 145, “Frank Nasworthy’s Wonder Wheels,” the materials provide opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary. Students reread the paragraph containing the technical word desiccated, use the surrounding sentences to determine its meaning, record the word and their definition in the Word Study section of their Literacy Notebooks, explain which contextual information supported their thinking, and discuss why the author intentionally defines the word within the passage. Students apply contextual analysis while using evidence from the text to justify and refine their understanding of the unfamiliar word.
In the “Vocabulary: Learn from Context” section of Red, lesson 149, “Changing Lives with Music,” the materials provide opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary. Students reread a page, infer the meaning of absolutely from the surrounding paragraph because the author does not explicitly define the word, discuss their interpretations with a partner, compare definitions during whole-group discussion, and explain which contextual details support the meaning “completely” or “really.” Students practice determining word meaning by applying contextual evidence before extending their understanding through related word study.
Evaluation for 8.3a
In the “Introducing the Text,” “Reading the Text,” “Discussing and Revisiting the Text,” and “Teaching Points” sections of Red, lesson 73, “The Trebuchet,” the materials provide systematic and explicit instruction in reading comprehension at multiple levels. The teacher prepares students for reading by introducing the concept of a trebuchet and the historical context before students identify the sequence of events leading to the invention’s unintended consequences (literal), explain how Daniel’s and Ty’s actions contributed to the conflict (inferential), and discuss the author’s message that actions have consequences while examining the author’s word choice and cause-and-effect structure (evaluative) through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, followed by an explicit comprehension teaching point.
In the “Introducing the Text,” “Reading the Text,” “Discussing and Revisiting the Text,” and “Teaching Points” sections of Red, lesson 78, “Walking Waldo,” the materials provide systematic and explicit instruction in reading comprehension at multiple levels. The teacher prepares students for reading by introducing the realistic fiction text, the flashback structure, and the central problem before students identify story events and character actions (literal), explain Bo’s changing feelings and the lessons he learns from Waldo and Grandpa (inferential), and discuss the author’s message and the role of memory flashback in developing the story (evaluative) through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, followed by an explicit comprehension teaching point.
Evaluation for 8.3b
In the “Reading the Text” and “Discussing and Revisiting the Text” sections of Red, lesson 77, “Soccer Luck,” the materials provide opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level realistic fiction text. Students identify the conflict between the Rolling O’s and the Tugg Rats and the sequence of events leading to the soccer match (literal), explain how teamwork, strategy, and Max’s idea helped solve the problem (inferential), and discuss the author’s message that physical strength does not always determine success and that bullying has no rewards while analyzing how the author develops Rex’s character through descriptive language (evaluative). Students organize and support their responses through 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 Red, lesson 104, “At Home with the Slackers,” the materials provide opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level humorous fantasy text. Students identify clues within each story that foreshadow the humorous endings (literal), explain how exaggeration and character traits contribute to the humor and support their predictions (inferential), and write evidence-based predictions about the characters’ actions while discussing how the author’s use of fantasy and exaggeration creates humor (evaluative). Students support their responses with evidence from the text during discussion and independent writing.
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 Red, lesson 100, “The Spaghetti Street News,” students read a realistic fiction hybrid text that combines a chronological narrative with embedded newspaper articles reporting events from the story. Students interpret newspaper headlines, chapter titles, dialogue, and clues about the missing dog Bongo while synthesizing information presented across both the narrative and the newspaper articles to solve the mystery. These multiple text structures 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 Red, lesson 150, “Cows on Parade,” the materials provide students opportunities to read a high-quality informational text representing a different level of text complexity within the program. Students interpret categorical, descriptive, and compare-and-contrast structures while integrating photographs of public artwork, captions, sidebars, glossary-supported vocabulary such as exhibit, amateur, and ethnic, pronunciation guides, and cultural examples from multiple cities to develop understanding across increasingly complex informational text features.
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” and “Analysis of New Book Characteristics” sections of Red, lesson 48, “Babar Ali’s School,” the materials include relevant, engaging content that authentically reflects students’ diverse backgrounds and experiences by introducing Babar Ali, a child living in rural India who creates a free school for children unable to afford an education. Students examine photographs, maps, and authentic details about village life while learning how education, community service, and determination positively affect others across different cultures and life circumstances. The biography develops the themes “With hard work and dedication to a good cause, even a child can make a difference in the world” and “Act upon what you believe in,” providing an authentic perspective on global communities and educational opportunity.
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 Red, lesson 151, “The Lie Detector,” the materials activate and supply background knowledge before students read the realistic fiction text. The teacher activates prior knowledge by connecting the lesson to the previously read Daniel’s Gadgets series and prompting students to predict the story problem from the title page. The lesson supplies new background knowledge by introducing how a lie detector works and clarifying the vocabulary contraption, palm, tone, and fine-tuned, preparing students to understand the scientific concepts and events that drive the story.
8.2b
Materials include pre-teaching of unfamiliar vocabulary in texts.
Materials include pre-teaching of unfamiliar vocabulary in texts.
1 out of 1 points
Evaluation for 8.2b
Evaluation for 8.2b
Materials include pre-teaching of unfamiliar vocabulary in texts.
1 out of 1 points
In the “Introducing the Text” section of Red, lesson 70, “The Coldest Town on Earth,” the materials pre-teach unfamiliar vocabulary before students read the informational text. The teacher introduces the pronunciation of Oymyakon using the pronunciation guide and explicitly explains the meaning of frostbite before students encounter the term while reading about life in one of the coldest inhabited places on Earth. This instruction prepares students to comprehend the scientific and geographic content of the text.
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.
1 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.
1 out of 1 points
In the “Vocabulary: Think, Pair, Share” routine of Red, lesson 156, “Stay Away from Simon!” the materials provide systematic and explicit instruction in using contextual analysis to determine the meaning of unfamiliar vocabulary. The teacher directs students to reread a paragraph, identify contextual information supporting the meaning of unconsciously, develop a definition with a partner, and refine their thinking during whole-group discussion. After students determine the contextual meaning, the teacher connects unconsciously to conscious and self-conscious, demonstrating how readers confirm and deepen word meaning after first establishing it through context.
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.
1 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.
1 out of 1 points
In the “Vocabulary: Learn from Context” section of Red, lesson 149, “Changing Lives with Music,” the materials provide opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary. Students reread a page, infer the meaning of absolutely from the surrounding paragraph because the author does not explicitly define the word, discuss their interpretations with a partner, compare definitions during whole-group discussion, and explain which contextual details support the meaning “completely” or “really.” Students practice determining word meaning by applying contextual evidence before extending their understanding through related word study.
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.
2 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.
2 out of 2 points
In the “Introducing the Text,” “Reading the Text,” “Discussing and Revisiting the Text,” and “Teaching Points” sections of Red, lesson 78, “Walking Waldo,” the materials provide systematic and explicit instruction in reading comprehension at multiple levels. The teacher prepares students for reading by introducing the realistic fiction text, the flashback structure, and the central problem before students identify story events and character actions (literal), explain Bo’s changing feelings and the lessons he learns from Waldo and Grandpa (inferential), and discuss the author’s message and the role of memory flashback in developing the story (evaluative) through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, followed by an explicit comprehension teaching point.
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 Red, lesson 104, “At Home with the Slackers,” the materials provide opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level humorous fantasy text. Students identify clues within each story that foreshadow the humorous endings (literal), explain how exaggeration and character traits contribute to the humor and support their predictions (inferential), and write evidence-based predictions about the characters’ actions while discussing how the author’s use of fantasy and exaggeration creates humor (evaluative). Students support their responses with evidence from the text during discussion and independent writing.
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.