Program Information
- ISBN
- 9780325099552
Fountas & Pinnell Leveled Literacy Intervention (LLI) Red/Gold/Purple Levels L–W, Grade 4
Grade 4
IMRA 2026
Publisher: Heinemann, a division of Greenwood Publishing Group LLC
Copyright: 2018
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 4 | 73.1% | 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) Gold System Guide says the stated purpose of the program 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 Gold outlines the program’s characteristics, 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 that the “Intervention is supplementary to small group teaching in the classroom,” while explaining how educators teachers are to utilize the product during these small groups.
Evaluation for 1.1c
Appendix D of Gold provides a “Master Plan for Word Study in the LLI Gold 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. However, the materials do not include a rationale for the scope and sequence, nor a scope and sequence of student expectations.
The lessons in Gold 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 Gold suggests how the program should be paced 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 during student reading and writing. For example, lesson 12, “Making Art for Fish,” directs educators to observe student fluency, vocabulary, comprehension, and phrasing behaviors during oral reading and comprehension conversations.
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, lessons direct students to discuss books with family members and practice vocabulary and comprehension skills outside of lessons.
Gold lessons include leveled take-home books that extend reading practice beyond instruction. The materials direct students to reread instructional texts at home to build fluency and reinforce comprehension development 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 that the “Intervention is supplementary to small group teaching in the classroom,” while explaining how educators teachers are to utilize 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 Gold 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 during student reading and writing. For example, lesson 12, “Making Art for Fish,” directs educators to observe student fluency, vocabulary, comprehension, and phrasing behaviors during oral reading and comprehension conversations.
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, lessons direct students to discuss books with family members and practice vocabulary and comprehension skills outside of lessons.
Gold lessons include leveled take-home books that extend reading practice beyond instruction. The materials direct students to reread instructional texts at home to build fluency and reinforce comprehension development 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 that assesses students’ reading and writing behaviors formatively. For example, Gold, lesson 52, “A Surprise for Grandfather,” assesses students’ ability to read dialogue fluently, monitor comprehension, 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 Gold provides the intended purpose of the Reading Record assessment. This resource identifies the Reading Record as a formative assessment.
Section 6 of Gold 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 meanings, analyze textual evidence, and respond to inference and comprehension questions at 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 five on their comprehension conversations 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 levels, accuracy percentages, comprehension scores, number of self-corrections, fluencies, 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 Gold includes a subsection titled “Selecting Children for the Intervention,” which identifies students reading below grade-level expectations as eligible for LLI support. The materials include an Instructional Level Expectations Chart that illustrates reading levels for students who are exceeding, meeting, approaching, and not meeting expectations at various points during the school year. The chart identifies instructional reading levels associated with students who require short-term intervention support and those performing below grade-level expectations.
Section 1 of Gold includes a subsection titled “Exiting the System,” which explains that once students are reading on grade level, they can be exited from the system. The materials include an Instructional Level Expectations Chart, which illustrates the reading level for students who are exceeding, meeting, approaching, and not meeting expectations at various times of the school year.
2.1 Instructional Assessments
2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).
1 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).
1 out of 3 points
Various lessons include a Recording Form to formatively assess students’ oral reading and comprehension. These forms use a combination of accuracy, self-correction, comprehension, and, occasionally, fluency to determine whether the text is at an independent, instructional, or hard level for the student. However, the materials do not include diagnostic or summative assessments.
2.1b
Materials include the definition and intended purpose for the instructional assessments included.
Materials include the definition and intended purpose for the instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.
1 out of 1 points
Section 6 of Gold 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 levels, accuracy percentages, comprehension scores, number of self-corrections, fluencies, 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 Gold includes a subsection titled “Exiting the System,” which explains that once students are reading on grade level, they can be exited from the system. The materials include an Instructional Level Expectations Chart, which illustrates the reading level for students who are exceeding, meeting, approaching, and not meeting expectations at various times of the school year.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
33% (3 out of 9 points)
Evaluation for 3.1a
The “Assessing Reading and Writing Behaviors” section in Gold, lesson 10, “The Genius Club,” includes guidance for observing students’ ability to identify evidence in the text to support actions, notice and write about character traits, state the problem in a realistic fiction story, and recognize humorous situations for characters. However, the materials do not identify students who have not yet reached proficiency in grade-level skills or provide differentiated instruction and activities for those students.
The “Reading the Text” section in Gold, lesson 103, “Shadow Magic: The Ancient Art of Shadow Puppets,” directs educators to sample oral reading and use the Prompting Guide to teach for, prompt for, or reinforce students’ problem-solving actions, fluency, and comprehension during reading. 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 Gold, lesson 69, “Octopus Escape Artist,” includes guidance for educators on facilitating discussion about important information, key ideas, and evidence presented in 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 Gold, lesson 162, “Rowbear,” includes educator guidance for sampling oral reading and using the Prompting Guide to support students’ fluency, problem-solving actions, and comprehension 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 Gold, lesson 152, “The Octopus Project: How Nature Is Shaping Robots,” includes explicit prompts that ask students to discuss important information from the text, explain how scientists use observations from nature to design technology, and support their thinking using evidence from the text. Students also discuss key understandings and important ideas presented by the author. However, the materials do not include guidance to support the educator in modeling and explaining the skill(s) to be learned.
The “Discussing and Revisiting the Text” section in Gold, lesson 101, “The Heroes of Pea Island,” includes explicit prompts that ask students to discuss important events in the text, consider the actions and contributions of the Pea Island lifesavers, and support their thinking using information from the text. Students are also prompted to discuss key understandings, the significance of the lifesavers’ actions, and evidence that supports the author’s message. However, the materials do not include guidance to support the educator in modeling and explaining the skill(s) to be learned.
Evaluation for 3.2b
The “Discussing and Revisiting the Text” section in Gold, lesson 12, “Making Art for Fish,” includes educator guidance and recommendations for effective lesson delivery and facilitation through questioning and discussion. Educators guide students in discussing important information from the text, analyzing the author’s ideas, and supporting their responses with evidence from the text.
The “Discussing and Revisiting the Text” section in Gold, lesson 186, “The Lemonade War,” includes educator guidance and recommendations for effective lesson delivery and facilitation through questioning, discussion, and analysis of literary text. Educators guide students in discussing important events, character relationships, and key understandings from the novel while supporting students in using evidence from the text to explain and justify their thinking. These instructional approaches provide guidance for effective lesson delivery and facilitation.
Evaluation for 3.2c
Gold lessons consistently include opportunities for educator-led discussion, partner conversations, independent reading, and independent writing activities within the lesson sequence. For example, lesson 162, “Rowbear,” directs students to participate in discussion with peers and the educator, engage in oral rehearsal of ideas, and complete independent reading and writing tasks. This provides educators with recommended instructional structures to support implementation.
The “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 implementing lessons, including educator-led small-group instruction and independent student application activities, to support effective implementation.
Evaluation for 3.3a
Each lesson includes a “Supporting English Language Learners” section that provides generic support for emergent bilingual students. For example, Gold, lesson 12, “Making Art for Fish,” includes support for vocabulary development, oral language, and comprehension through clarification of unfamiliar vocabulary and discussion support for emergent bilingual students. However, these supports are not aligned to the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
The “Supporting English Language Learners” section in Gold, lesson 167, “Waiting for the Norah Ben,” provides guidance for supporting vocabulary development, comprehension, and understanding complex language during instruction. The materials suggest demonstrating the meaning of figurative language, modeling how to solve unfamiliar vocabulary, and drawing attention to direct quotations to support understanding. However, these supports are not aligned to the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
Evaluation for 3.3b
The “Supporting English Language Learners” section in Gold, lesson 184, “The Secret World of Caves,” includes supports for emergent bilingual students such as supporting vocabulary development, demonstrating pronunciation of unfamiliar terms, and clarifying content-specific language encountered in the text. However, the materials do not provide guidance for implementing these supports within a state-approved bilingual or ESL program. The materials do not include recommendations specific to bilingual instruction, ESL instructional settings, or program implementation for emergent bilingual students.
The “Supporting English Language Learners” section in Gold, lesson 103, “Shadow Magic: The Ancient Art of Shadow Puppets,” includes supports for emergent bilingual (EB) students such as clarification of unfamiliar vocabulary, support for understanding unfamiliar concepts, and discussion-based comprehension support during reading. However, the materials do not provide guidance for implementing these supports within a state-approved bilingual or ESL program. The materials do not include instructional recommendations, program-specific guidance, or implementation supports designed for bilingual or ESL settings.
Evaluation for 3.3c
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.
0 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.
0 out of 1 points
The “Reading the Text” section in Gold, lesson 103, “Shadow Magic: The Ancient Art of Shadow Puppets,” directs educators to sample oral reading and use the Prompting Guide to teach for, prompt for, or reinforce students’ problem-solving actions, fluency, and comprehension during reading. 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 Gold, lesson 162, “Rowbear,” includes educator guidance for sampling oral reading and using the Prompting Guide to support students’ fluency, problem-solving actions, and comprehension 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 “Discussing and Revisiting the Text” section in Gold, lesson 101, “The Heroes of Pea Island,” includes explicit prompts that ask students to discuss important events in the text, consider the actions and contributions of the Pea Island lifesavers, and support their thinking using information from the text. Students are also prompted to discuss key understandings, the significance of the lifesavers’ actions, and evidence that supports the author’s message. However, the materials do not include guidance to support the educator in modeling and explaining the skill(s) to be learned.
3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The “Discussing and Revisiting the Text” section in Gold, lesson 186, “The Lemonade War,” includes educator guidance and recommendations for effective lesson delivery and facilitation through questioning, discussion, and analysis of literary text. Educators guide students in discussing important events, character relationships, and key understandings from the novel while supporting students in using evidence from the text to explain and justify their thinking. These instructional approaches provide guidance for effective lesson delivery and facilitation.
3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 1 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 1 points
The “Administrator’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 implementing lessons, including educator-led small-group instruction and independent student application activities, to support effective implementation.
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 Gold, lesson 167, “Waiting for the Norah Ben,” provides guidance for supporting vocabulary development, comprehension, and understanding complex language during instruction. The materials suggest demonstrating the meaning of figurative language, modeling how to solve unfamiliar vocabulary, and drawing attention to direct quotations to support understanding. However, these supports are not aligned to the ELPS, nor do they provide linguistic accommodations for various levels of language proficiency.
3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
0 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
0 out of 1 points
The “Supporting English Language Learners” section in Gold, lesson 103, “Shadow Magic: The Ancient Art of Shadow Puppets,” includes supports for emergent bilingual (EB) students such as clarification of unfamiliar vocabulary, support for understanding unfamiliar concepts, and discussion-based comprehension support during reading. However, the materials do not provide guidance for implementing these supports within a state-approved bilingual or ESL program. The materials do not include instructional recommendations, program-specific guidance, or implementation supports designed for bilingual or ESL settings.
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. In the Guide for Observing and Noting Oral Reading Behaviors sections “Searching for and Using Information” and “Solving Words,” educators 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 during oral reading for word-solving behaviors. In Gold, lesson 168, “Lornah Kiplagat: Long-Distance Runner,” the “Reading the Text” section directs educators to sample a student’s oral reading and “teach for, prompt for, or reinforce problem-solving actions” using the Prompting Guide, Part 1, for oral reading.
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
In Gold, Appendix B, “Master Plan for Word Study,” there is an overview for introducing sound–spelling patterns within the materials. The sequence includes instruction on long- and short-vowel patterns, homophones, inflectional endings, and other word-study concepts. However, the materials do not include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS.
In the “Phonics/Word Study” section of Gold, lesson 17, students analyze words containing the spellings au, aw, o, and ough during the same lesson. However, the lesson introduces several sound-spelling patterns simultaneously rather than through a systematic sequence of instruction.
Evaluation for 4.A.3b
The “Phonics/Word Study” section of Gold, lesson 10, “The Genius Club,” provides instruction for decoding and encoding long-vowel sound–spelling patterns. For example, students listen for long-vowel sounds, underline the letters representing the targeted sounds, and analyze the 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 Gold, lesson 49, “Keeping the Light,” provides instruction for decoding and encoding sound–spelling patterns in multisyllabic words. For example, students notice spelling patterns, divide words into syllables, and analyze the targeted patterns during the lesson word-study activities. However, the lesson does not include explicit instruction in encoding words using the targeted sound–spelling patterns.
Evaluation for 4.A.3c
The “Phonics/Word Study” section of Gold, lesson 2, “Playing Tricks,” includes student practice in decoding and encoding words using sound–spelling patterns. For example, students sort words based on long and short vowel patterns 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.
The “Phonics/Word Study” section of Gold, lesson 11, “Andromeda Clark Walk...”, includes student practice in decoding and encoding words using sound-spelling patterns. For example, students divide words into syllables, sort words by the vowel sounds they hear, 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
The Gold “Phonics/Word Study” section in lesson 9 teaches students to take apart words with long vowel sounds and identify stressed syllables. However, the lesson’s student text requires students to read affixes, contractions, hyphenation, and compound words, even though the materials do not explicitly teach these patterns before students encounter them in practice.
In Gold, lesson 65, “The Peculiar Platypus,” the “Phonics/Word Study” section teaches students the hard and soft sounds of c. However, the lesson’s student text requires students to read words such as genuine, hoax, and marsupial, which do not align with the taught sound spelling pattern.
Evaluation for 4.B.3a
The Gold, section 5, “Instructional Procedures for Phonics/Word Study: Words to Know” 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 Gold “Goals” section, lesson 24, “How to Train Your Human,” one of the goals of the “Word Study/Vocabulary” 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, 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, 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 Gold, lesson 101, “The Heroes of Pea Island,” the educator directs students to notice and highlight the tricky parts of the high-frequency words. The students then discuss the highlighted word parts and read and write the words during word-study activities. However, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
Evaluation for 4.B.3c
In the “Phonics/Word Study” section of Gold, lesson 102, “Surviving Cutts Island,” the educator directs students to notice the tricky parts of the high-frequency words and highlight the parts they want to remember. The students then participate in word-study activities 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 either isolation or a decodable text.
In the “Word Study/Vocabulary” section of Gold, lesson 46, “JT’s Journal,” the educator directs students to read and practice the high-frequency words before students read connected text and participate in word-study activities. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in either isolation or a decodable text.
Evaluation for 4.B.3d
In the “Word Study/Vocabulary” section of Gold, lesson 24, “How to Train Your Human,” students practice the high-frequency words another, any, because, before, could, friend, said, should, which, and would by reading each word, using the words in sentences, and discussing features that will help them remember the words. Students then write comparative forms during word-study activities and continue practicing the high-frequency words during partner activities. However, the materials do not provide evidence that these regular and irregular high-frequency words were explicitly taught prior to student practice or document an instructional sequence verifying that students practice only previously taught high-frequency words.
In the “Word Study/Vocabulary” section of Gold, lesson 72, “Working Vacation,” students practice the high-frequency words against, already, although, definitely, somewhere, and whether by identifying the difficult parts of each word, discussing which parts should be remembered, breaking the words into syllables, writing the dictated words in their Literacy Notebooks, and reinforcing 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 or verify that student practice is limited to previously taught high-frequency words.
Evaluation for 4.C.3a
In Gold Appendix B, “Master Plan for Word Study,” there is an overview introducing syllable types and syllable division principles within the materials. The sequence includes instruction on open and closed syllables, multisyllabic words, and principles of syllable division throughout the program. 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 Gold, lesson 3, “A Fresh Start,” students work with long and short vowel sounds, including multiple spellings for the same sound. However, the lesson does not demonstrate how the instruction builds on 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 Gold, lesson 20, “The Thorny Dragon,” students decode and encode two-syllable words containing open and closed syllables. The educator presents the words bonus, insect, never, and silent and then asks students where to divide each word into syllables, identify the stressed syllable, and determine what they notice about the vowel sound in the first syllable. The educator explains that an open first syllable usually has a long vowel sound and a closed first syllable usually has a short vowel sound. Although students mark syllable breaks, identify stressed syllables, and sort additional words by open and closed syllables 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 Gold, lesson 9, “The Shiner,” students decode and encode multisyllabic words containing long-vowel patterns and stressed syllables. The educator presents the words boastful, alone, frighten, approach, payment, complain, dislike, and erase; asks students to identify the letters representing the long vowel sounds; and asks what they notice about those vowel patterns. The educator explains that the long vowel sound may be represented by two vowels together or by a vowel followed by a silent -e. Students then sort the words by stressed syllable, dictate the words to a partner, divide the words into syllables, and mark the stressed syllable. Although students apply the targeted syllable patterns 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 Gold, lesson 38, “An Out-of-This-World Vacation,” students decode and encode multisyllabic words. For example, students read the words, divide the words into syllables, identify the stressed syllable, sort the words by the number of syllables, and record them in their Literacy Notebooks. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words.
In the “Phonics/Word Study” section of Gold, lesson 75, “Flying Fish: Take a Flying Leap!”, students decode and encode multisyllabic words containing two medial consonants. For example, students divide words into syllables, identify syllable breaks, sort words according to the syllable-division pattern, read the words aloud, and record additional examples in their Literacy Notebooks. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with the 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 Gold, lesson 180, “Strange Rain,” students practice dividing multisyllabic words into syllables and identifying the stressed syllable. Students sort the words instrument, anonymous, hippopotamus, numerous, biologist, organization, sensible, ridiculous, precipitation, and summary by the number of syllables; mark syllable breaks; and identify the stressed syllable. In the connected text, students also encounter additional multisyllabic words such as immediately, neighborhood, occasionally, unsuspecting, and waterspout. 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.
In the “Phonics/Word Study” section of Gold, lesson 179, “Splash! A Short History of Bathing,” students practice identifying syllables in multisyllabic words. Students sort the words climate, holiday, equivalent, culture, location, participate, freedom, terrible, and justice by the number of syllables; mark syllable breaks; identify the stressed syllable; and complete a syllable sort in their Literacy Notebooks. In the connected text, students also encounter additional multisyllabic words such as archeologists, gymnasiums, Mediterranean, Europeans, and aqueducts, 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
In Gold, Appendix B, “Master Plan for Word Study,” there is an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from inflectional endings and prefixes to comparative endings, plural forms, possessives,
In Gold, Appendix B, “Master Plan for Word Study,” there is an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from instruction on the prefixes non- and pre- in lesson 109 to plural forms, possessives, suffixes, and multisyllabic words containing prefixes, suffixes, and inflectional endings in later lessons.
Evaluation for 4.D.3b
In the “Word Study/Vocabulary” section of Gold, lesson 80, “People-Powered: Pedaling on Land, Sea, and Air,” the educator explains the lesson principle that word parts, including prefixes, can be used to determine word meanings and connect related words. Using the word international, the educator explicitly teaches that the prefix inter- means “between, connecting, or across,” then guides students in breaking the word into syllables and connecting it to related words, including nation, national, intercontinental, interdependent, and internet , to develop understanding of the shared morphological meaning.
In the “Phonics/Word Study” section of Gold, lesson 70, “Bigfoot: What’s the Evidence?”, the educator explains the lesson principle that plural possessives are formed differently from singular possessives and plural nouns by adding an apostrophe after the plural noun ending in -s to show ownership. The educator presents singular, plural, and plural possessive forms of words and guides students in examining how the word forms change. Students then identify the morphological changes, compare the different word forms, and apply the targeted concepts during the lesson.
Evaluation for 4.D.3c
In the Gold “Phonics/Word Study” section, lesson 21, “Double, Double Trouble,” the educator explains that prefixes can be added to words to change their meanings. The students add un- and re- to words, write words with the prefixes, 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 Gold, lesson 45, “The World Beneath You,” the educator explains that adding the suffix -ly changes adjectives into adverbs. The students add -ly to adjectives, write the words in their Literacy Notebooks, and apply the suffix during the lesson. However, the materials do not include cumulative student practice of morphological skills.
Evaluation for 4.D.3d
In the “Phonics/Word Study” section of Gold, lesson 69, “Octopus, Escape Artist of the Sea,” students practice morphemes that have been explicitly taught. The educator explains that plural forms can be created by adding -s or -es and by changing the spelling of some words. The educator presents singular and plural forms of words, reading the words and discussing how the word forms change when they become plural. The educator then guides students to identify the spelling changes and the morphemes used to form the plural words. Finally, the students apply the targeted morphological concepts during the lesson.
In the “Phonics/Word Study” section of Gold, lesson 86, “Living in Space,” students practice morphemes that have been explicitly taught. The educator explains the lesson principle that when adding -ed to a base word ending in a consonant and -y, the -y changes to -i before adding the ending, and that no spelling change is needed when adding -ed to a base word ending in a vowel and -y or when adding -ing to a base word ending in -y. Students apply the taught inflectional endings by adding -ed and -ing to the base words cry, dry, fry, spray, spy, and stay, then record the new word forms in their Literacy Notebooks.
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 during oral reading for word-solving behaviors. In Gold, lesson 168, “Lornah Kiplagat: Long-Distance Runner,” the “Reading the Text” section directs educators to sample a student’s oral reading and “teach for, prompt for, or reinforce problem-solving actions” using the Prompting Guide, Part 1, for oral reading.
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 Gold, lesson 17, students analyze words containing the spellings au, aw, o, and ough during the same lesson. However, the lesson introduces several 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 Gold, lesson 49, “Keeping the Light,” provides instruction for decoding and encoding sound–spelling patterns in multisyllabic words. For example, students notice spelling patterns, divide words into syllables, and analyze the targeted patterns during the lesson word-study activities. However, the lesson does not include explicit instruction in encoding words using the targeted sound–spelling patterns.
4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
Evaluation for 4.A.3c
Evaluation for 4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
The “Phonics/Word Study” section of Gold, lesson 11, “Andromeda Clark Walk...”, includes student practice in decoding and encoding words using sound-spelling patterns. For example, students divide words into syllables, sort words by the vowel sounds they hear, 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 Gold, lesson 65, “The Peculiar Platypus,” the “Phonics/Word Study” section teaches students the hard and soft sounds of c. However, the lesson’s student text requires students to read words such as genuine, hoax, and marsupial, 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 Gold “Goals” section, lesson 24, “How to Train Your Human,” one of the goals of the “Word Study/Vocabulary” 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 Gold, lesson 101, “The Heroes of Pea Island,” the educator directs students to notice and highlight the tricky parts of the high-frequency words. The students then discuss the highlighted word parts and read and write the words during word-study activities. However, the lesson does not include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS.
4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
Evaluation for 4.B.3c
Evaluation for 4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
0 out of 3 points
In the “Word Study/Vocabulary” section of Gold, lesson 46, “JT’s Journal,” the educator directs students to read and practice the high-frequency words before students read connected text and participate in word-study activities. However, the materials do not include cumulative student practice in decoding and encoding regular and irregular high-frequency words in either isolation or a decodable text.
4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
0 out of 1 points
Evaluation for 4.B.3d
Evaluation for 4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
0 out of 1 points
In the “Word Study/Vocabulary” section of Gold, lesson 72, “Working Vacation,” students practice the high-frequency words against, already, although, definitely, somewhere, and whether by identifying the difficult parts of each word, discussing which parts should be remembered, breaking the words into syllables, writing the dictated words in their Literacy Notebooks, and reinforcing 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 or verify 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 Gold, lesson 3, “A Fresh Start,” students work with long and short vowel sounds, including multiple spellings for the same sound. However, the lesson does not demonstrate how the instruction builds on 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 Gold, lesson 9, “The Shiner,” students decode and encode multisyllabic words containing long-vowel patterns and stressed syllables. The educator presents the words boastful, alone, frighten, approach, payment, complain, dislike, and erase; asks students to identify the letters representing the long vowel sounds; and asks what they notice about those vowel patterns. The educator explains that the long vowel sound may be represented by two vowels together or by a vowel followed by a silent -e. Students then sort the words by stressed syllable, dictate the words to a partner, divide the words into syllables, and mark the stressed syllable. Although students apply the targeted syllable patterns 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 Gold, lesson 75, “Flying Fish: Take a Flying Leap!”, students decode and encode multisyllabic words containing two medial consonants. For example, students divide words into syllables, identify syllable breaks, sort words according to the syllable-division pattern, read the words aloud, and record additional examples in their Literacy Notebooks. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with the 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 Gold, lesson 179, “Splash! A Short History of Bathing,” students practice identifying syllables in multisyllabic words. Students sort the words climate, holiday, equivalent, culture, location, participate, freedom, terrible, and justice by the number of syllables; mark syllable breaks; identify the stressed syllable; and complete a syllable sort in their Literacy Notebooks. In the connected text, students also encounter additional multisyllabic words such as archeologists, gymnasiums, Mediterranean, Europeans, and aqueducts, 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
In Gold, Appendix B, “Master Plan for Word Study,” there is an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from instruction on the prefixes non- and pre- in lesson 109 to plural forms, possessives, suffixes, and multisyllabic words containing prefixes, suffixes, and inflectional endings in later lessons.
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 Gold, lesson 70, “Bigfoot: What’s the Evidence?”, the educator explains the lesson principle that plural possessives are formed differently from singular possessives and plural nouns by adding an apostrophe after the plural noun ending in -s to show ownership. The educator presents singular, plural, and plural possessive forms of words and guides students in examining how the word forms change. Students then identify the morphological changes, compare the different word forms, and apply the targeted concepts 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 Gold, lesson 45, “The World Beneath You,” the educator explains that adding the suffix -ly changes adjectives into adverbs. The students add -ly to adjectives, write the words in their Literacy Notebooks, and apply the suffix during the lesson. 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 Gold, lesson 86, “Living in Space,” students practice morphemes that have been explicitly taught. The educator explains the lesson principle that when adding -ed to a base word ending in a consonant and -y, the -y changes to -i before adding the ending, and that no spelling change is needed when adding -ed to a base word ending in a vowel and -y or when adding -ing to a base word ending in -y. Students apply the taught inflectional endings by adding -ed and -ing to the base words cry, dry, fry, spray, spy, and stay, then record the new word forms in their Literacy Notebooks.
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: Think, Pair, Share” section of Gold, lesson 14, “Glow-in-the-Dark Animals,” students determine the meanings of the words sprawled and stretched from context and learn that the words describe body position and create a stronger description of space in the text. However, the lesson does not include additional explicit strategies for teaching word meaning.
In the “Vocabulary: Learn from Context” section of Gold, lesson 33, “The Paper Ball,” the educator directs students to locate a previously encountered vocabulary word, reread the page where it appears, determine its meaning from context, and explain which contextual clues helped determine the meaning. Students then connect the vocabulary word to related vocabulary, including synonyms, antonyms, shared base words, or common affixes. However, the lesson does not identify a specific vocabulary word for explicit instruction and does not include additional explicit strategies for teaching word meaning.
Evaluation for 5.1b
In the “Vocabulary: Think, Pair, Share” section of Gold, lesson 5, “The Truth About Bats,” students determine the meaning of the tier 2 word exercise from context. The educator explains the multiple meanings of exercise, distinguishes between physical effort and making an effort, and introduces the related words exert and exertion. In the “Introducing the Text” section, the educator introduces tier 3 academic vocabulary, including myth, echolocation, pollen, colony, and guano, 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 Gold, lesson 22, “The Great Tug-of-War,” students determine the meanings of the tier 2 words commence and capitulate, discuss the synonyms begin and give in, and learn that the author’s use of these words contributes to characterization. In the “Introducing the Text” section, the educator introduces tier 3 vocabulary, including tug-of-war and bully, before students read the story. 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 Gold, lesson 39, “Making Stories with Jeff Kinney,” students determine the meaning of the word spectacular, identify the root spec, and connect spectacular with the related words spectacle, spectacles, and inspect to understand the shared meaning of looking or seeing. However, there are no repeated opportunities for students to practice using the word spectacular 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: Use Morphology and Word Parts” section of Gold, lesson 163, “Rotten in Riverton,” students determine the meaning of the word disgusted, identify the base word disgust, analyze the prefix dis- and the suffix -ed, and connect disgusted with the synonym distaste. However, there are no repeated opportunities for students to practice using the word disgusted in multiple contexts.
Evaluation for 5.2a
In the “Phonics/Word Study” section of Gold, lesson 54, “The Summer I Met the City,” the educator explains that the prefixes re-, dis-, and un- change the meanings of base words. The educator guides students to sort words by prefix, identify the base words, and determine the meanings of each prefix. The students then add the prefixes to the base words allow, elect, even, fill, obey, please, screw, and tell to create new words and record the completed words in their Literacy Notebooks.
In the “Vocabulary” section of Gold, lesson 80, “People-Powered: Pedaling on Land, Sea, and Air,” the educator writes the word international, breaks it into syllables, and explains that the prefix inter- means “between,” “connecting,” or “across.” The educator then connects the word to the related words nation, national, intercontinental, interdependent, and internet to demonstrate how meaningful word parts contribute to word meaning.
Evaluation for 5.2b
In the “Phonics/Word Study” section of Gold, lesson 118, “Amin and the Terrible Ogre: A Tale from Iran,” the educator explains that the suffix -able means “capable of.” Students identify the base words in admirable, affordable, changeable, enjoyable, identifiable, predictable, valuable, and variable; determine how the suffix changes the meaning of each word; add -able to the base words believe, love, notice, pay, pleasure, punish, rely, and remark; write the new words in the “Word Study” section of their Literacy Notebooks; and practice applying the suffix by playing the Make It Match Game. This routine provides opportunities for students to use morphemic analysis to determine word meaning.
In the “Phonics/Word Study” section of Gold, lesson 135, “Spy Devices: Searching for Secrets,” the educator explains that the prefix ex- can mean “out” or “without.” Students analyze the words exact, exclude, expand, and expel; determine how the prefix contributes to the meaning of each word; identify the prefix in exclaim, exhale, exit, extension, and extract; use the words in sentences; and record their work in the “Word Study” section of their Literacy Notebooks. This routine provides opportunities for students to use morphemic analysis to determine word meaning.
Evaluation for 5.2c
In the “Vocabulary” section of Gold, lesson 5, “The Truth About Bats,” the educator directs students to reread a paragraph of “The Broken Elevator” to determine the meaning of the word exercise from the surrounding text. Students write a definition in their Literacy Notebooks, explain the context clues and word parts that supported their thinking, and the educator explicitly clarifies that exercise in the story means physical effort rather than mental effort.
In the “Vocabulary” section of Gold, lesson 132, “Ice Climbing: The Frozen Challenge,” the educator directs students to find the word realized in a paragraph and reread the paragraph to determine its meaning from the surrounding text. Students record their thinking in the “Word Study” section of their Literacy Notebooks, work with a partner to write a brief definition, share and revise their definitions during the class discussion, and then connect the contextual meaning of realized to the related word real and the suffix -ize.
Evaluation for 5.2d
In the “Vocabulary” section of Gold, lesson 65, “The Peculiar Platypus,” students locate a selected vocabulary word in a previously read text; reread the page containing the word; determine its meaning from the surrounding text; work with a partner to create a definition; explain whether a sentence, a paragraph, or the entire page helped determine the meaning; share their definitions with the group; and connect the word to related vocabulary such as a synonym, antonym, base word, or affix.
In the “Vocabulary” section of Gold, lesson 129, “Tarantulas: Creepy, Crawly, and…Not So Scary,” students locate a selected vocabulary word in a previously read text; reread the page containing the word; determine its meaning from context; work with a partner to create a definition; explain whether the sentence, paragraph, or whole page provided the information that supported their thinking; share their definitions with the group; and connect the word to related vocabulary including synonyms, antonyms, base words, or affixes.
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 Gold, lesson 33, “The Paper Ball,” the educator directs students to locate a previously encountered vocabulary word, reread the page where it appears, determine its meaning from context, and explain which contextual clues helped determine the meaning. Students then connect the vocabulary word to related vocabulary, including synonyms, antonyms, shared base words, or common affixes. However, the lesson does not identify a specific vocabulary word for explicit instruction and 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 Gold, lesson 22, “The Great Tug-of-War,” students determine the meanings of the tier 2 words commence and capitulate, discuss the synonyms begin and give in, and learn that the author’s use of these words contributes to characterization. In the “Introducing the Text” section, the educator introduces tier 3 vocabulary, including tug-of-war and bully, before students read the story. 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: Use Morphology and Word Parts” section of Gold, lesson 163, “Rotten in Riverton,” students determine the meaning of the word disgusted, identify the base word disgust, analyze the prefix dis- and the suffix -ed, and connect disgusted with the synonym distaste. However, there are no repeated opportunities for students to practice using the word disgusted 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 “Vocabulary” section of Gold, lesson 80, “People-Powered: Pedaling on Land, Sea, and Air,” the educator writes the word international, breaks it into syllables, and explains that the prefix inter- means “between,” “connecting,” or “across.” The educator then connects the word to the related words nation, national, intercontinental, interdependent, and internet to demonstrate how meaningful word parts contribute to word meaning.
5.2b
Materials include opportunities for students to practice using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include opportunities for students to practice using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
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
In the “Phonics/Word Study” section of Gold, lesson 135, “Spy Devices: Searching for Secrets,” the educator explains that the prefix ex- can mean “out” or “without.” Students analyze the words exact, exclude, expand, and expel; determine how the prefix contributes to the meaning of each word; identify the prefix in exclaim, exhale, exit, extension, and extract; use the words in sentences; and record their work in the “Word Study” section of their Literacy Notebooks. This routine provides opportunities for students to use morphemic analysis to determine word meaning.
5.2c
Materials include explicit (direct) instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
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 Gold, lesson 132, “Ice Climbing: The Frozen Challenge,” the educator directs students to find the word realized in a paragraph and reread the paragraph to determine its meaning from the surrounding text. Students record their thinking in the “Word Study” section of their Literacy Notebooks, work with a partner to write a brief definition, share and revise their definitions during the class discussion, and then connect the contextual meaning of realized to the related word real and the suffix -ize.
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 Gold, lesson 129, “Tarantulas: Creepy, Crawly, and…Not So Scary,” students locate a selected vocabulary word in a previously read text; reread the page containing the word; determine its meaning from context; work with a partner to create a definition; explain whether the sentence, paragraph, or whole page provided the information that supported their thinking; share their definitions with the group; and connect the word to related vocabulary including synonyms, antonyms, base words, or affixes.
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 Gold, lesson 97, “Rescuing Orangutans,” the educator models fluent reading by reading two or three sentences from a previously read text aloud with appropriate intonation and pausing to reflect punctuation. The educator discusses how changes in voice and pauses affect fluent reading, models the passage again as needed, and then has students reread the same sentences with a partner using the educator’s model.
In the “Fluency” section of Gold, lesson 108, the educator reads a paragraph of the rereading text, “Odd Couples,” aloud to model appropriate intonation and pausing. Students immediately reread the paragraph chorally, imitating the educator’s pausing and intonation, before continuing to read independently while maintaining the modeled fluent reading.
Evaluation for 6.1b
In the “Fluency” section of Gold, lesson 39, “Making Stories with Jeff Kinney,” the educator models fluency using three paragraphs that have slashes to identify phrasing. Students then read the marked passage with a partner. Next, students read a page of the rereading text, “An Out-of-This-World Vacation,” without the phrase markings to practice fluent reading with appropriate phrasing. 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 Gold, lesson 44, “Ryan’s Well,” the educator models fluency using two paragraphs that have slashes to identify phrasing. Students then read the marked passage with a partner. Next, students read a page of the rereading text, “A Young Hero with a Big Heart: The Story of Ana Dodson,” without the phrase markings to apply appropriate phrasing during 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 even-numbered lesson includes a “Rereading and Assessment” section in which students reread a previously read text before reading a new instructional-level text. For example, in Gold, lesson 76, “Andromeda Clark, North Pole Explorer,” students reread “Flying Fish: Take a Flying Leap!” and “Water Birds: From the Sky to the Sea,” both Level Q, before participating in rereading for a purpose and assessment.
Each even-numbered lesson includes a “Rereading and Assessment” section in which students reread a previously read text before reading a new instructional-level text. For example, in Gold, lesson 54, “The Summer I Met the City,” students reread “The Rock Garden,” Level P, before reading the new text “The Summer I Met the City,” Level N.
Evaluation for 6.1d
Gold includes a variety of texts at different levels of complexity. For example, lesson 39 includes “Making Stories with Jeff Kinney,” Level P, while lesson 54 includes “The Summer I Met the City,” Level N. These represent different text structures, genres, and levels of reading complexity within the instructional sequence.
Gold includes a variety of texts at different levels of complexity throughout the instructional sequence, including informational, memoir, biography, and realistic fiction texts that increase in complexity across the program.
Evaluation for 6.1e
In the “Maintaining Fluency” section of Prompting Guide, Part 1, the materials provide explicit guidance for educators to teach, prompt, and reinforce fluent reading. Educators receive scripted feedback for reading rate, pausing, phrasing, word stress, intonation, and integration. These scripts include prompts such as, “Make a full stop at the period” and “Take a little pause when you see the comma,” as well as 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 Gold , educators are provided guidance for modeling fluent reading, assessing fluency, completing the Oral Reading Recording Form, and conducting feedback conversations with students. The guidance includes scripted prompts such as, “Take a short breath when you see a comma,” “Read it like this,” and “Make your voice go down at the period” to support educator feedback related to reading 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 Gold, lesson 108, the educator reads a paragraph of the rereading text, “Odd Couples,” aloud to model appropriate intonation and pausing. Students immediately reread the paragraph chorally, imitating the educator’s pausing and intonation, before continuing to read independently while maintaining the modeled fluent reading.
6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
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 Gold, lesson 44, “Ryan’s Well,” the educator models fluency using two paragraphs that have slashes to identify phrasing. Students then read the marked passage with a partner. Next, students read a page of the rereading text, “A Young Hero with a Big Heart: The Story of Ana Dodson,” without the phrase markings to apply appropriate phrasing during 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 before reading a new instructional-level text. For example, in Gold, lesson 54, “The Summer I Met the City,” students reread “The Rock Garden,” Level P, before reading the new text “The Summer I Met the City,” 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
Gold includes a variety of texts at different levels of complexity throughout the instructional sequence, including informational, memoir, biography, and realistic fiction texts that increase in complexity across the program.
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 Gold , educators are provided guidance for modeling fluent reading, assessing fluency, completing the Oral Reading Recording Form, and conducting feedback conversations with students. The guidance includes scripted prompts such as, “Take a short breath when you see a comma,” “Read it like this,” and “Make your voice go down at the period” to support educator feedback related to reading 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 Gold, lesson 87, “Born to Fly,” students read an expository nonfiction text describing the efforts to save the endangered whooping crane from extinction. Students interpret migration maps, a population graph, photographs, sidebars, captions, a glossary, and an index while following chronological, temporal, cause-and-effect, and problem-and-solution structures to understand how scientists taught cranes to migrate using ultralight aircraft. 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 Gold, lesson 89, “Switcharound,” students read a realistic fiction novel organized across multiple chapters with interconnected episodes and problems. Students analyze the changing relationship between Caroline and J.P.; interpret multiple forms of conflict, including person versus self, person versus person, and person versus society; and comprehend sophisticated multisyllabic vocabulary, multiple affixes, and references requiring background knowledge while following an extended narrative. These literary elements 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 Gold, lesson 84, “Rabbit and the Queasy Quivers,” the materials provide students opportunities to read a high-quality literary text representing one level of text complexity within the program. Students follow a traditional folktale through chronological and problem-and-solution structures while interpreting longer compound and complex sentences, idioms such as “madder than hornets” and “scared to death,” similes, recurring onomatopoeia, thought bubbles, artistic illustrations, and Readers’ Theater to construct meaning from increasingly sophisticated literary elements.
In the “Analysis of New Book Characteristics” section of Gold, lesson 88, “Looking for Earth 2,” the materials provide students opportunities to read a high-quality informational text representing a different level of text complexity within the program. Students synthesize information presented through cause-and-effect, description, and compare-and-contrast structures while interpreting photographs, diagrams, sidebars, captions, a glossary, an index, and astronomy vocabulary such as Gliese 581, Milky Way, Goldilocks zone, and spectrometer to develop understanding across multiple informational text features.
Evaluation for 8.1c
In the “Introducing the Text” and “Analysis of New Book Characteristics” sections of Gold, lesson 51, “So You Speak African?” the materials include relevant, engaging content that authentically reflects diverse backgrounds and experiences by introducing Azi, a student from Nigeria, and addressing misconceptions about Africa’s languages and cultures. Students encounter authentic cultural perspectives through references to Hausa, Yoruba, Igbo, and Nigeria while examining themes of cultural understanding, respectful communication, and appreciation for linguistic diversity.
In the “Introducing the Text” and “Analysis of New Book Characteristics” sections of Gold, lesson 97, “Rescuing Orangutans,” the materials include relevant, engaging content that authentically reflects diverse backgrounds and experiences by introducing students to wildlife rehabilitation efforts in Indonesia, including Borneo and Sumatra. Students examine maps, photographs, and authentic accounts of conservation work while learning about habitat loss, illegal wildlife trade, and international efforts to protect endangered orangutans through real-world scientific research and environmental stewardship.
Evaluation for 8.2a
In the “Introducing the Text” section of Gold, lesson 101, “The Heroes of Pea Island,” the materials activate and supply background knowledge before students read the informational text. The educator activates prior knowledge by asking students what they know about hurricanes before introducing the “Against All Odds” series. The lesson supplies historical and geographic background knowledge by explaining the United States Life-Saving Service, the Graveyard of the Atlantic, sandbars, and the dangers of the North Carolina coast while using maps, photographs, and informational text features to establish the historical context of the rescue mission.
In the “Introducing the Text” section of Gold, lesson 110, “Stranded! A Marine Mammal Mystery,” the materials activate and supply background knowledge before students read the informational text. The educator activates prior knowledge by connecting the lesson to previously read mystery texts and asking students to consider possible explanations for marine mammal strandings. The lesson supplies scientific background knowledge by introducing the phenomenon of strandings and clarifying the vocabulary necropsy, sonar, and hunch, preparing students to investigate evidence and possible causes throughout the text.
Evaluation for 8.2b
In the “Introducing the Text” section of Gold, lesson 66, “Share the Seas with Manatees,” the materials pre-teach unfamiliar vocabulary before students read the informational text. The educator introduces and explains the terms dilemmas, sophisticated technology, and environment while discussing how technology affects manatee populations and prompts educators to check students’ understanding of these terms before reading. This vocabulary preparation supports students’ comprehension of the environmental issues explored throughout the text.
In the “Introducing the Text” section of Gold, lesson 67, “Yellow Feathers” / “Cher Ami: Pigeon Hero,” the materials pre-teach unfamiliar vocabulary before students read the paired texts. The educator explains that homing pigeons can return home over long distances, defines cher ami as French for “dear friend,” and introduces instinct as the natural ability that guides the pigeons during flight. This vocabulary preparation provides students with the background needed to understand the historical events and scientific concepts presented in the text.
Evaluation for 8.2c
In the “Vocabulary: Learn from Context” routine of Gold, lesson 150, “The Old Knife,” the materials provide systematic and explicit instruction in using contextual analysis to determine the meaning of unfamiliar vocabulary. The educator directs students to locate convinced in the opening paragraph, reread the surrounding sentences, develop a definition using contextual information, record their thinking, and revise their definition through partner and whole-group discussion. After students establish the contextual meaning, the educator extends the instruction by connecting convinced to related vocabulary, demonstrating how readers use context first and then refine understanding through meaningful word relationships.
In the “Vocabulary: Think, Pair, Share” routine of Gold, lesson 170, “Amazing Brick Artists,” the materials provide systematic and explicit instruction in using contextual analysis to determine the meaning of unfamiliar vocabulary. The educator directs students to reread a page; determine the meaning of ordinary from the surrounding text; record and discuss their definitions with a partner; and refine their understanding through whole-group discussion using synonyms including common, normal, and usual and antonyms including extraordinary, uncommon, and unusual. This instructional sequence explicitly teaches students to use context before confirming and extending meaning through related vocabulary.
Evaluation for 8.2d
In the “Vocabulary: Use Morphology and Word Parts” section of Gold, lesson 180, “Strange Rain,” the materials provide opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary. Students determine the meanings of legends and verified from the surrounding text; confirm their thinking using the glossary; connect related words such as eyewitness, theories, and waterspout; and use morphology to explain how meaningful word parts contribute to word meaning within the informational text.
In the “Vocabulary: Identify and Use Contextual Information” section of Gold, lesson 181, the materials provide opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary. Students use surrounding context to determine the meanings of unfamiliar words, discuss the contextual clues that support their thinking, verify their interpretations through discussion and reference materials, and apply their understanding to additional words within the text. This strengthens their ability to determine word meanings using textual evidence.
Evaluation for 8.3a
In the “Introducing the Text,” “Reading the Text,” “Discussing and Revisiting the Text,” and “Teaching Points” sections of Gold, lesson 49, “Keeping the Light,” the materials provide systematic and explicit instruction in reading comprehension at multiple levels. The educator prepares students for reading by introducing the historical fiction setting, lighthouse concepts, and the central conflict. Students identify key events as Minna keeps the lighthouse operating during the storm (literal); explain how her actions and changing feelings reveal courage and responsibility (inferential); and discuss how the author’s descriptive language, suspense, and characterization develop the message about overcoming fear and discovering inner strength (evaluative) through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text. This is 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 Gold, lesson 71, “Basketball: Changing the Game,” the materials provide systematic and explicit instruction in reading comprehension at multiple levels. The educator introduces the graphic informational text by modeling how to read panels, speech bubbles, and graphics. Then, students identify important changes in the history of basketball (literal); explain how rule changes addressed problems of fairness, safety, and game play (inferential); and discuss how the graphic format, historical sequence, and problem-and-solution structure help readers understand the author’s message that rules evolve to improve the game (evaluative) through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text. This is followed by an explicit comprehension teaching point.
Evaluation for 8.3b
In the “Reading the Text” and “Discussing and Revisiting the Text” sections of Gold, lesson 7, “Dinosaur Fleas,” the materials provide opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level informational text. Students identify information about prehistoric fleas and fossil discoveries (literal); infer how physical adaptations contributed to the survival of flea species over time (inferential); and evaluate the writer’s explanation that adaptation is essential for survival by analyzing information presented through photographs, diagrams, charts, and sidebars (evaluative). Students organize and support their responses through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, using evidence from multiple informational text features.
In the “Reading the Text” and “Discussing and Revisiting the Text” sections of Gold, lesson 9, “The Shiner,” 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 sequence of events leading to Philip’s injury (literal); infer Troy’s changing perceptions and character motivations (inferential); and evaluate the author’s message about avoiding quick judgments while analyzing how vivid action verbs contribute to suspense and characterization (evaluative). Students organize and support their thinking through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, using evidence from the narrative.
8.1 High-Quality Texts
8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
3 out of 3 points
Evaluation for 8.1a
Evaluation for 8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
[Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).
3 out of 3 points
In the “Analysis of New Book Characteristics” and “Introducing the Text” sections of Gold, lesson 89, “Switcharound,” students read a realistic fiction novel organized across multiple chapters with interconnected episodes and problems. Students analyze the changing relationship between Caroline and J.P.; interpret multiple forms of conflict, including person versus self, person versus person, and person versus society; and comprehend sophisticated multisyllabic vocabulary, multiple affixes, and references requiring background knowledge while following an extended narrative. These literary elements 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 Gold, lesson 88, “Looking for Earth 2,” the materials provide students opportunities to read a high-quality informational text representing a different level of text complexity within the program. Students synthesize information presented through cause-and-effect, description, and compare-and-contrast structures while interpreting photographs, diagrams, sidebars, captions, a glossary, an index, and astronomy vocabulary such as Gliese 581, Milky Way, Goldilocks zone, and spectrometer to develop understanding across multiple 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 Gold, lesson 97, “Rescuing Orangutans,” the materials include relevant, engaging content that authentically reflects diverse backgrounds and experiences by introducing students to wildlife rehabilitation efforts in Indonesia, including Borneo and Sumatra. Students examine maps, photographs, and authentic accounts of conservation work while learning about habitat loss, illegal wildlife trade, and international efforts to protect endangered orangutans through real-world scientific research and environmental stewardship.
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 Gold, lesson 110, “Stranded! A Marine Mammal Mystery,” the materials activate and supply background knowledge before students read the informational text. The educator activates prior knowledge by connecting the lesson to previously read mystery texts and asking students to consider possible explanations for marine mammal strandings. The lesson supplies scientific background knowledge by introducing the phenomenon of strandings and clarifying the vocabulary necropsy, sonar, and hunch, preparing students to investigate evidence and possible causes throughout the text.
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 Gold, lesson 67, “Yellow Feathers” / “Cher Ami: Pigeon Hero,” the materials pre-teach unfamiliar vocabulary before students read the paired texts. The educator explains that homing pigeons can return home over long distances, defines cher ami as French for “dear friend,” and introduces instinct as the natural ability that guides the pigeons during flight. This vocabulary preparation provides students with the background needed to understand the historical events and scientific concepts presented in 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 Gold, lesson 170, “Amazing Brick Artists,” the materials provide systematic and explicit instruction in using contextual analysis to determine the meaning of unfamiliar vocabulary. The educator directs students to reread a page; determine the meaning of ordinary from the surrounding text; record and discuss their definitions with a partner; and refine their understanding through whole-group discussion using synonyms including common, normal, and usual and antonyms including extraordinary, uncommon, and unusual. This instructional sequence explicitly teaches students to use context before confirming and extending meaning through related vocabulary.
8.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.
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: Identify and Use Contextual Information” section of Gold, lesson 181, the materials provide opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary. Students use surrounding context to determine the meanings of unfamiliar words, discuss the contextual clues that support their thinking, verify their interpretations through discussion and reference materials, and apply their understanding to additional words within the text. This strengthens their ability to determine word meanings using textual evidence.
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 Gold, lesson 71, “Basketball: Changing the Game,” the materials provide systematic and explicit instruction in reading comprehension at multiple levels. The educator introduces the graphic informational text by modeling how to read panels, speech bubbles, and graphics. Then, students identify important changes in the history of basketball (literal); explain how rule changes addressed problems of fairness, safety, and game play (inferential); and discuss how the graphic format, historical sequence, and problem-and-solution structure help readers understand the author’s message that rules evolve to improve the game (evaluative) through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text. This is 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 Gold, lesson 9, “The Shiner,” 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 sequence of events leading to Philip’s injury (literal); infer Troy’s changing perceptions and character motivations (inferential); and evaluate the author’s message about avoiding quick judgments while analyzing how vivid action verbs contribute to suspense and characterization (evaluative). Students organize and support their thinking through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, using evidence from the narrative.
Rubric Section 9
Writing
Materials support the development of writing skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable for this program.