Program Information
- ISBN
- 9780325133287
Fountas & Pinnell Leveled Literacy Intervention (LLI) Red/Gold/Purple Levels L–W, Grade 5
Grade 5
IMRA 2026
Publisher: Heinemann, a division of Greenwood Publishing Group LLC
Copyright: 2021
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 5 | 60.93% | 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 LLI Purple System Guide provides the stated purpose of the program, which is to prevent literacy difficulties and close gaps through targeted intervention.
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states that the intervention serves as a supplement to small-group classroom instruction and specifies lesson lengths. Additionally, the section notes that educators select and group the lowest-achieving students to receive instruction tailored to their learning levels.
The Caregiver Letter – English – Introductory informs guardians that their child will participate in the program to receive lessons “in addition to the regular reading instruction.” This letter notes that the instruction spans comprehension, vocabulary, phonics, and writing skills.
Evaluation for 1.1b
Section 1 of the LLI Purple System Guide 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, “Intervention is supplementary to small group teaching in the classroom,” while also explaining how educators are to use the product during these small groups.
Evaluation for 1.1c
Appendix D of Purple provides a “Master Plan for Word Study in the LLI Purple 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 or a scope and sequence of student expectations.
The lessons in Purple are numbered to 204, and each provides the title of the text and the targeted phonics skill that is the focus of that lesson. This numbering suggests a basic order for educators to follow. 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 or a scope and sequence of student expectations.
Evaluation for 1.1d
Section 1 of Purple provides suggested pacing of the program for effective implementation. It explains that it provides daily 45-minute lessons delivered in small groups over a sustained period of instruction to accelerate students’ literacy growth.
The Administrator Fidelity Tool states that daily lessons are 45 minutes long. 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, Purple lesson 80, “Katharina Grosse: Painting Outside the Lines,” 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, Purple lessons direct students to discuss books with family members and practice vocabulary and comprehension skills outside of lessons.
Purple lessons include leveled take-home books to extend reading practice. 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 section notes that educators select and group the lowest-achieving students to receive instruction tailored to their learning levels.
The Caregiver Letter – English – Introductory informs guardians that their child will participate in the program to receive lessons “in addition to the regular reading instruction.” This letter notes that the instruction spans comprehension, vocabulary, phonics, and writing skills.
1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
1 out of 1 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
1 out of 1 points
The “Implementation of the Intervention” section of the Administrator Fidelity Tool states, “Intervention is supplementary to small group teaching in the classroom,” while also explaining how educators are to use the product during these small groups.
1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
1 out of 3 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
1 out of 3 points
The lessons in Purple are numbered to 204, and each provides the title of the text and the targeted phonics skill that is the focus of that lesson. This numbering suggests a basic order for educators to follow. 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 or 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 are 45 minutes long. 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, Purple lesson 80, “Katharina Grosse: Painting Outside the Lines,” 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, Purple lessons direct students to discuss books with family members and practice vocabulary and comprehension skills outside of lessons.
Purple lessons include leveled take-home books to extend reading practice. 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, Purple lesson 36, “Katharina Grosse: Painting Outside the Lines,” assesses students’ ability to respond to comprehension questions, categorize information from the text, and apply phonics and word analysis skills during instructional activities. 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, an instructional, or a hard level for the student. However, the materials do not include diagnostic or summative assessments.
Evaluation for 2.1b
Section 6 of Purple provides the intended purpose of the Reading Record assessment. This resource identifies the reading record as a formative assessment.
Section 6 of Purple 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 at 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, and self-monitoring, self-correcting, and maintaining fluency to ensure consistent and accurate administration of instructional assessments.
Evaluation for 2.1d
Test Preparation Lessons, specifically in 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 determining the students’ independent, instructional, and hard levels. For example, students who score a 5 on their comprehension conversation are categorized as able to read books at that level independently, while students who score a 0 or 1 would find a text at that level difficult to read.
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 through 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, neither is there 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 self-facing tools for students to monitor their progress and growth independently.
The Student Achievement Log: 3-Student Version provides space for educators to track up to three students’ group entry and exit data, including their level, accuracy percentage, comprehension score, number of self-corrections, fluency, and any additional notes. However, there are no tools included for students to track their own progress.
The Reading Graph provides educators with a tool to monitor students’ 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 self-facing resources for students to monitor or document their own growth over time.
Evaluation for 2.2d
A subsection in Section 1 of Purple titled “Selecting Children for the Intervention” states that if a student is reading below grade level at any point during the year, the student is eligible for LLI. The materials include an “Instructional Level Expectations Chart” that illustrates the reading levels for students who are exceeding, meeting, approaching, or not meeting expectations at various points in the school year. For example, the chart identifies the instructional reading levels of students who need short-term intervention support and those performing below grade-level expectations.
A subsection in Section 1 of Purple titled “Exiting the System” 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, or 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, an instructional, or a 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 Purple 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 at 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, and 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 through 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, neither is there explicit guidance on how to use this sheet nor does it provide a systematic approach to responding to student trends.
The Fountas & Pinnell 2024 Recording Form provides guidance on how to assess students using Reading Records and how to respond to individual student progress; however, the materials do not provide guidance on how to respond to student trends in performance as a whole.
2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
The Student Achievement Log: 3-Student Version provides space for educators to track up to three students’ group entry and exit data, including their level, accuracy percentage, comprehension score, number of self-corrections, fluency, and any additional notes. However, there are no tools included for students to track their own progress.
The Reading Graph provides educators with a tool to monitor students’ 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 self-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
A subsection in Section 1 of Purple titled “Exiting the System” 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, or 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 Purple, lesson 40, “What the Nose Knows,” includes guidance for observing students’ ability to synthesize information, understand scientific explanations, and support ideas using evidence from the text. However, the materials do not identify students who have not yet reached proficiency in grade-level skills and do not provide differentiated instruction and activities for those students.
The “Reading the Text” section in Purple, lesson 103, “The Big Test,” 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 instruction. However, the materials do not identify students who have not yet reached proficiency in grade-level skills and do not 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 Purple, lesson 191, “Animal Actors,” includes guidance for educators on facilitating discussion about information presented in the text, the role of animals in film productions, and the author’s purpose for including specific examples. 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 Purple, lesson 37, “Crazy Contraptions,” 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 Purple, lesson 9, “Stefan’s Shirt,” includes explicit prompts that ask students to discuss important events in the story, consider characters’ actions and motivations, and support their thinking using information from the text. Students are also prompted to discuss key understandings and messages presented in the story. However, the materials do not include guidance to support the educator in modeling and explaining the skill(s) to be learned.
The “Reading the Text” section in Purple, lesson 39, “The Miserly Baker,” includes explicit prompts for students to read and use information from the text to support understanding. Students are prompted to analyze events, discuss character actions, and use evidence from the text to support their thinking. However, the materials do not include guidance to support the educator in modeling and explaining the targeted comprehension skill(s) before students engage with the task.
Evaluation for 3.2b
The “Teaching Points” and “Discussing and Revisiting the Text” sections in Purple, lesson 105, “The Dead Can Speak: Studying Mummies in the Arctic,” include educator guidance and recommendations for effective lesson delivery and facilitation through questioning, discussion, and analysis of informational text. Educators are directed to discuss why the writer included information about the scientists’ feelings and facilitate discussion using the timeline and signs of lead poisoning presented in the text to deepen understanding of the scientific investigation.
The “Discussing and Revisiting the Text” section in Purple, lesson 12, “Three Strong Women: A Tale from Japan,” includes educator guidance and recommendations for effective lesson delivery and facilitation through questioning and discussion. Educators guide students in discussing important events, character actions, and themes presented in the text while supporting students in using evidence from the story to explain their thinking.
Evaluation for 3.2c
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 implementation, including educator-led small-group instruction, collaborative discussion, and independent student application activities, to support effective implementation.
Purple lessons consistently include opportunities for educator-led discussion, partner conversations, independent reading, and independent writing activities within the lesson sequence. For example, lesson 7, “Victory,” directs students to participate in discussion with peers and the educator, engage in oral rehearsal of ideas, and complete independent reading and writing tasks, providing educators with recommended instructional structures to support implementation.
Evaluation for 3.3a
Each lesson includes a “Supporting English Language Learners” section that provides generic support for Emergent Bilingual students. For example, the “Supporting English Language Learners” section in Purple, lesson 109, “The Rules of the Game,” includes supports for vocabulary development, comprehension, and understanding figurative language. However, these supports are not aligned to the ELPS and do not provide linguistic accommodations for various levels of language proficiency.
The “Supporting English Language Learners” section in Purple, lesson 12, “Three Strong Women: A Tale from Japan,” provides guidance for supporting vocabulary development, oral language, and comprehension during instruction. However, these supports are not aligned to the ELPS and do not provide linguistic accommodations for various levels of language proficiency.
Evaluation for 3.3b
The “Supporting English Language Learners” section in Purple, lesson 105, “The Dead Can Speak: Studying Mummies in the Arctic,” includes supports for Emergent Bilingual (EB) students, such as defining important vocabulary, demonstrating use of a glossary, encouraging use of photographs and captions to support comprehension, and using timelines and bulleted lists during discussion. However, the materials do not include implementation guidance to support educators in effectively using the materials in state-approved bilingual and ESL programs.
The “Supporting English Language Learners” section in Purple, lesson 109, “The Rules of the Game,” includes supports for EB students, such as clarifying unfamiliar vocabulary, supporting comprehension of figurative language, and assisting students in deriving meaning from context. However, the materials do not provide guidance for implementing instruction within state-approved bilingual or ESL program models and do not include recommendations specific to bilingual or ESL program delivery.
Evaluation for 3.3c
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.
0 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.
0 out of 1 points
The “Reading the Text” section in Purple, lesson 103, “The Big Test,” 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 instruction. However, the materials do not identify students who have not yet reached proficiency in grade-level skills and do not 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 Purple, lesson 37, “Crazy Contraptions,” 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 “Reading the Text” section in Purple, lesson 39, “The Miserly Baker,” includes explicit prompts for students to read and use information from the text to support understanding. Students are prompted to analyze events, discuss character actions, and use evidence from the text to support their thinking. However, the materials do not include guidance to support the educator in modeling and explaining the targeted comprehension skill(s) before students engage with the task.
3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The “Discussing and Revisiting the Text” section in Purple, lesson 12, “Three Strong Women: A Tale from Japan,” includes educator guidance and recommendations for effective lesson delivery and facilitation through questioning and discussion. Educators guide students in discussing important events, character actions, and themes presented in the text while supporting students in using evidence from the story to explain their thinking.
3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 1 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 1 points
Purple lessons consistently include opportunities for educator-led discussion, partner conversations, independent reading, and independent writing activities within the lesson sequence. For example, lesson 7, “Victory,” directs students to participate in discussion with peers and the educator, engage in oral rehearsal of ideas, and complete independent reading and writing tasks, providing educators with recommended instructional structures to support 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 Purple, lesson 12, “Three Strong Women: A Tale from Japan,” provides guidance for supporting vocabulary development, oral language, and comprehension during instruction. However, these supports are not aligned to the ELPS and do not 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 Purple, lesson 109, “The Rules of the Game,” includes supports for EB students, such as clarifying unfamiliar vocabulary, supporting comprehension of figurative language, and assisting students in deriving meaning from context. However, the materials do not provide guidance for implementing instruction within state-approved bilingual or ESL program models and do not include recommendations specific to bilingual or ESL program delivery.
3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3c
Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Foundational Skills
Materials support the development of foundational skills through systematic and explicit (direct) instruction and practice.
Total
12% (3 out of 26 points)
Evaluation for 4.1a
The materials include guidance directing educators to observe students as they use context and sentence structure to identify unknown words during reading. In the Guide for Observing and Noting Oral Reading Behaviors, in sections “Searching for and Using Information” and “Solving Words,” educators observe if 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 to engage in word-solving behaviors. In Purple, lesson 190, “Petra: The Forgotten City,” the “Reading the Text” section, educators are directed to sample a student’s oral reading and “teach for, prompt for, or reinforce problem-solving actions” using 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
Appendix B, “Master Plan for Word Study,” in Purple provides an overview for introducing sound-spelling patterns within the materials. The sequence includes instruction on silent consonants, consonant digraphs, synonyms, homophones, and other word-study concepts throughout the program. However, the materials do not include a systematic sequence for introducing sound–spelling patterns in alignment with the grade-level TEKS.
In the “Phonics/Word Study” section of Purple, lesson 35, students analyze multisyllabic words containing the spellings ee, ea, ie, and e during the same lesson. However, the lesson introduces several sound-spelling patterns within one instructional focus rather than through a systematic sequence of instruction.
Evaluation for 4.A.3b
The “Phonics/Word Study” section of Purple, lesson 4, “Extreme Chores,” provides instruction for decoding and encoding consonant digraphs. For example, students identify consonant digraphs, underline the targeted sound–spelling patterns, and discuss 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 Purple, lesson 49, “From Rocky Waters to a Smooth Finish: Neal Petersen’s Story,” provides instruction for decoding and encoding sound–spelling patterns. For example, students read words, generate past-tense forms of irregular verbs, and apply the targeted sound–spelling 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 Purple, lesson 20, “Traffic in the Sky: The Story of Yossi Leshem,” includes student practice in decoding and encoding words using sound–spelling patterns. For example, students identify vowel patterns, analyze multisyllabic words, underline the sound–spelling pattern, read the words, and complete the lesson word-study activities. However, the materials do not include cumulative student practice in decoding and encoding words using sound–spelling patterns.
The “Phonics/Word Study” section of Purple, lesson 103, “The Big Test,” includes student practice in decoding and encoding words using sound-spelling patterns. For example, students identify VVCC phonograms, underline spelling patterns, match words with the same phonogram, and record words in their Literacy Notebooks. However, the materials do not include cumulative student practice in decoding and encoding words using sound-spelling patterns.
Evaluation for 4.A.3d
In Purple, lesson 9, “Stefan’s Shirt,” the “Phonics and Word Study” section focuses on recognizing words with the consonant digraphs gh and ph. However, the lesson’s student text requires students to read words with a variety of complex spelling patterns, such as neighborhood, volunteers, camouflage, impatiently, and cashier, even though the materials do not explicitly teach these patterns before students encounter them in practice.
In Purple, lesson 37, “Crazy Contraptions,” the “Phonics and Word Study” section teaches students the sounds of ei and ie word spellings. However, the lesson’s student text requires students to read words such as finale and physics, which do not align with the taught sound–spelling pattern.
Evaluation for 4.B.3a
Section 5, “Instructional Procedures for Phonics/Word Study: Words to Know,” in Purple 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, and the words are not from a research-based list in alignment with grade-level TEKS.
In the “Goals” section of Purple, lesson 55, “Locked Horns” and “Mortal Combat: Moose and Their Antlers,” 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, and the words are not from a research-based list in alignment with grade-level TEKS.
Evaluation for 4.B.3b
In the “Instructional Procedures for Phonics/Word Study: Words to Know” section of Purple, 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 “Word Study/Vocabulary” section of Purple, lesson 31, “The Secret of Black Rock,” the educator directs students to notice features of the high-frequency words and read the words quickly and easily. The students then participate in word-study practice using the targeted high-frequency words. 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 Purple, lesson 16, “Wish Bowl,” the educator directs students to discuss the tricky parts of the high-frequency words with a partner. The students then dictate the words to one another and record the words in the Word Study section of their Literacy Notebooks. 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 “Phonics/Word Study” section of Purple, lesson 24, “Albino Animals: Rare, Pale Beauties,” the educator directs students to identify and underline the tricky parts of the high-frequency words. The students then dictate the words to a partner and record the words in the Word Study section of their Literacy Notebooks. 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 “Phonics/Word Study” section of Purple, lesson 16, “Wish Bowl,” students practice the high-frequency words complete, country, enough, important, probably, and simple by discussing the tricky parts of each word that should be remembered for accurate spelling. Students then dictate the words to a partner, record the words in the Word Study section of their Literacy Notebooks, and reinforce the words through the Lotto Game. However, the materials neither provide evidence that these regular and irregular high-frequency words were explicitly taught before students practiced them nor document an instructional sequence verifying that student practice is limited to previously taught high-frequency words.
In the “Phonics/Word Study” section of Purple, lesson 24, “Albino Animals: Rare, Pale Beauties,” students practice the high-frequency words beautiful, different, either, friendly, themselves, and through by identifying and underlining the tricky parts of each word, discussing the letter patterns needed to spell the words correctly, dictating the words to a partner, and recording the words in the Word Study section of their Literacy Notebooks. Students then reinforce the words through the Lotto Game. However, the materials neither provide evidence that these regular and irregular high-frequency words were explicitly taught before students practiced them nor document an instructional sequence verifying that student practice is limited to previously taught high-frequency words.
Evaluation for 4.C.3a
Appendix B, “Master Plan for Word Study,” in Purple provides an overview for introducing syllable types and syllable division principles within the materials. The sequence includes instruction on silent consonants, consonant digraphs, synonyms, homophones, and other word-study concepts 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 Purple, lesson 3, “Ig Nobel: Laugh, Then Think,” students work with consonant digraphs and multiple spelling patterns during the same lesson. 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 Purple, lesson 155, “Persephone’s Return,” students decode and encode multisyllabic words containing two medial vowel sounds. The educator presents the words cardiac, diet, riot, and triumph, asks students where each word should be divided into syllables, and asks what they notice about the two medial vowels after the words are divided. The educator explains that words are divided between two vowels when each vowel represents its own sound. Students then read additional multisyllabic words, mark syllable divisions with slash marks, and review the syllabication principle using the Breaking Multisyllable Words chart in their Literacy Notebooks. Although students apply the targeted syllable-division principle 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 Purple, lesson 146, “The Gift of Aloha,” students decode and encode multisyllabic words containing vowel combinations. The educator presents the words crayon, disagree, discount, and poison, asks students what they notice about the vowel combinations, and explains that letter combinations representing one vowel sound remain together in the same syllable. Students then divide additional multisyllabic words into syllables, underline the vowel combinations, and identify syllable breaks during the word-study activities. Although students apply the targeted syllable-division principle while analyzing and dividing multisyllabic words, 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 Purple, lesson 70, “Jane’s Carousel,” students decode and encode multisyllabic words with the ar vowel pattern. For example, students read words with the ar pattern and complete word-study activities related to multisyllable words. 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 Purple, lesson 190, “Petra: The Forgotten City,” students decode and encode multisyllabic words. For example, students read words with three, four, five, or six syllables, identify the number of syllables, and match words by syllable count. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words.
Evaluation for 4.C.3d
In the “Phonics/Word Study” section of Purple, lesson 189, “The Day the Mountain Burst,” students practice dividing multisyllabic words into syllables and identifying the number of syllables in each word. Students work with the words departure, education, investigation, essential, misunderstand, opportunity, residence, responsible, refrigeration, and vocabulary, sorting the words by the number of syllables and recording the sort in their Literacy Notebooks. In the connected text, students also encounter additional multisyllabic words such as accumulated, exasperated, deliberately, determinedly, and Vesuvius, 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.
In the “Phonics/Word Study” section of Purple, lesson 36, “A Dog Gone Mystery,” students practice identifying syllables in multisyllabic words containing long i vowel patterns. Students work with the words brightness, defy, dyeing, excite, idol, migrate, multiply, necktie, tonight, and unkind, marking syllable breaks and identifying the letters representing the long i sound. In the connected text, students also encounter additional multisyllabic words such as apologetic, identification, orthodontist, embarrassment, reappeared, and blackmailing, which require additional syllable analysis. However, the materials do not provide evidence that these additional syllable types and syllable division principles have been explicitly taught before students practice them. Therefore, student practice does not include only syllable types and syllable division principles that have been explicitly taught.
Evaluation for 4.D.3a
Appendix B, “Master Plan for Word Study,” in Purple provides an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from prefixes to suffixes, roots, and word-part analysis throughout the program.
Appendix B, “Master Plan for Word Study,” in Purple provides an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from instruction on singular possessives in lesson 41 to plural possessives in lesson 42 and continue to prefixes, suffixes, roots, and word-part analysis in later lessons.
Evaluation for 4.D.3b
In the “Word Study/Vocabulary” section of Purple, lesson 159, “Shattered, Not Broken,” the educator explains the lesson principle that the prefixes sub- and super- are added to the beginnings of base words to change their meanings. The educator guides students in identifying words containing the prefixes sub- and super-, examining how each prefix changes the meaning of the base word, and discussing the resulting word meanings. Students then apply the prefixes during the lesson.
In the “Word Study/Vocabulary” section of Purple, lesson 47, “The Cop and the Anthem,” the educator explains the lesson principle that some words name people who do things and are formed by adding the suffixes -ar, -er, or -or to base verbs. The educator guides students in identifying the base verbs and corresponding agent nouns, explains the spelling changes that occur when adding the suffixes, and models when to drop a final e, double the final consonant, or make no spelling change. Students then apply the targeted morphological concepts by adding -ar, -er, or -or to additional verbs, sorting the new words according to their spelling changes and recording their work during the lesson.
Evaluation for 4.D.3c
In the “Phonics/Word Study” section of Purple, lesson 57, “Five Short Seconds,” students practice morphological skills by applying the suffixes -less, -ness, and -ful to base words. Students add the appropriate suffix to words such as bottom, aware, beauty, motion, cleanly, respect, paper, eager, suspense, and silly, use the newly formed words in sentences, and record their work during the lesson. However, the materials do not include cumulative student practice of morphological skills in alignment with grade-level TEKS, both in isolation and in connected text, to develop automaticity.
In the “Word Study/Vocabulary” section of Purple, lesson 190, “Petra: The Forgotten City,” the educator explains that uneasily includes the base word easy, the prefix un-, and the suffix -ly. The students identify the base word, prefix, and suffix, study definitions with a partner, and write the word with a synonym and antonym in the Word Study section of their Literacy Notebooks. However, the materials do not include cumulative student practice of morphological skills.
Evaluation for 4.D.3d
In the “Word Study/Vocabulary” section of Purple, lesson 160, “Usain Bolt: The World’s Fastest Human,” students practice morphemes that have been explicitly taught. The students use morphology and word parts to understand the meaning of words, connect words with the same parts, recognize base words and other meaningful parts, and apply word-part analysis during the lesson.
In the “Word Study/Vocabulary” section of Purple, lesson 194, “Robots in Space,” students practice morphemes that have been explicitly taught. The educator guides students in identifying the base word and meaningful word parts to determine the meanings of unfamiliar words. The students then identify the base word, prefix, and suffix in additional words, determine the meanings of the words, and apply morphology to read and understand new words during the lesson.
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 to engage in word-solving behaviors. In Purple, lesson 190, “Petra: The Forgotten City,” the “Reading the Text” section, educators are directed to sample a student’s oral reading and “teach for, prompt for, or reinforce problem-solving actions” using 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 Purple, lesson 35, students analyze multisyllabic words containing the spellings ee, ea, ie, and e during the same lesson. However, the lesson introduces several sound-spelling patterns within one instructional focus 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 Purple, lesson 49, “From Rocky Waters to a Smooth Finish: Neal Petersen’s Story,” provides instruction for decoding and encoding sound–spelling patterns. For example, students read words, generate past-tense forms of irregular verbs, and apply the targeted sound–spelling 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 Purple, lesson 103, “The Big Test,” includes student practice in decoding and encoding words using sound-spelling patterns. For example, students identify VVCC phonograms, underline spelling patterns, match words with the same phonogram, and record words in their Literacy Notebooks. 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 Purple, lesson 37, “Crazy Contraptions,” the “Phonics and Word Study” section teaches students the sounds of ei and ie word spellings. However, the lesson’s student text requires students to read words such as finale and physics, which do not align with the taught sound–spelling pattern.
4.B.3 High-Frequency Words (English Reading Language Arts)
4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 4.B.3a
Evaluation for 4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
In the “Goals” section of Purple, lesson 55, “Locked Horns” and “Mortal Combat: Moose and Their Antlers,” 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, and the words are not from a research-based list in alignment with grade-level TEKS.
4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 2 points
Evaluation for 4.B.3b
Evaluation for 4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 2 points
In the “Word Study/Vocabulary” section of Purple, lesson 31, “The Secret of Black Rock,” the educator directs students to notice features of the high-frequency words and read the words quickly and easily. The students then participate in word-study practice using the targeted high-frequency words. 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 “Phonics/Word Study” section of Purple, lesson 24, “Albino Animals: Rare, Pale Beauties,” the educator directs students to identify and underline the tricky parts of the high-frequency words. The students then dictate the words to a partner and record the words in the Word Study section of their Literacy Notebooks. 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 “Phonics/Word Study” section of Purple, lesson 24, “Albino Animals: Rare, Pale Beauties,” students practice the high-frequency words beautiful, different, either, friendly, themselves, and through by identifying and underlining the tricky parts of each word, discussing the letter patterns needed to spell the words correctly, dictating the words to a partner, and recording the words in the Word Study section of their Literacy Notebooks. Students then reinforce the words through the Lotto Game. However, the materials neither provide evidence that these regular and irregular high-frequency words were explicitly taught before students practiced them nor document an instructional sequence verifying that student practice is limited to previously taught high-frequency words.
4.C.3 One-Syllable and Multisyllabic Words
4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
Evaluation for 4.C.3a
Evaluation for 4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.
0 out of 1 points
In the “Phonics/Word Study” section of Purple, lesson 3, “Ig Nobel: Laugh, Then Think,” students work with consonant digraphs and multiple spelling patterns during the same lesson. 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 Purple, lesson 146, “The Gift of Aloha,” students decode and encode multisyllabic words containing vowel combinations. The educator presents the words crayon, disagree, discount, and poison, asks students what they notice about the vowel combinations, and explains that letter combinations representing one vowel sound remain together in the same syllable. Students then divide additional multisyllabic words into syllables, underline the vowel combinations, and identify syllable breaks during the word-study activities. Although students apply the targeted syllable-division principle while analyzing and dividing multisyllabic words, 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 Purple, lesson 190, “Petra: The Forgotten City,” students decode and encode multisyllabic words. For example, students read words with three, four, five, or six syllables, identify the number of syllables, and match words by syllable count. However, the materials do not include cumulative student practice in decoding and encoding one-syllable and multisyllabic words.
4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
0 out of 1 points
Evaluation for 4.C.3d
Evaluation for 4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
0 out of 1 points
In the “Phonics/Word Study” section of Purple, lesson 36, “A Dog Gone Mystery,” students practice identifying syllables in multisyllabic words containing long i vowel patterns. Students work with the words brightness, defy, dyeing, excite, idol, migrate, multiply, necktie, tonight, and unkind, marking syllable breaks and identifying the letters representing the long i sound. In the connected text, students also encounter additional multisyllabic words such as apologetic, identification, orthodontist, embarrassment, reappeared, and blackmailing, which require additional syllable analysis. However, the materials do not provide evidence that these additional syllable types and syllable division principles have been explicitly taught before students practice them. Therefore, student practice does not include only syllable types and syllable division principles that have been explicitly taught.
4.D.3 Morphemes (1-5)
4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.D.3a
Evaluation for 4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Appendix B, “Master Plan for Word Study,” in Purple provides an overview of the systematic sequence for introducing morphemes within the materials. Lessons progress from instruction on singular possessives in lesson 41 to plural possessives in lesson 42 and continue to prefixes, suffixes, roots, and word-part analysis 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 “Word Study/Vocabulary” section of Purple, lesson 47, “The Cop and the Anthem,” the educator explains the lesson principle that some words name people who do things and are formed by adding the suffixes -ar, -er, or -or to base verbs. The educator guides students in identifying the base verbs and corresponding agent nouns, explains the spelling changes that occur when adding the suffixes, and models when to drop a final e, double the final consonant, or make no spelling change. Students then apply the targeted morphological concepts by adding -ar, -er, or -or to additional verbs, sorting the new words according to their spelling changes and recording their work 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 “Word Study/Vocabulary” section of Purple, lesson 190, “Petra: The Forgotten City,” the educator explains that uneasily includes the base word easy, the prefix un-, and the suffix -ly. The students identify the base word, prefix, and suffix, study definitions with a partner, and write the word with a synonym and antonym in the Word Study section of their Literacy Notebooks. 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 “Word Study/Vocabulary” section of Purple, lesson 194, “Robots in Space,” students practice morphemes that have been explicitly taught. The educator guides students in identifying the base word and meaningful word parts to determine the meanings of unfamiliar words. The students then identify the base word, prefix, and suffix in additional words, determine the meanings of the words, and apply morphology to read and understand new words during the lesson.
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: Use Morphology and Word Parts” section of Purple, lesson 18, “Texting Superstar,” students determine the meaning of the word expectantly from context, identify the prefix ex-, the root spect, and the suffixes -ant, -ly, and -tion, and connect the root to related words including spectacles and spectator. However, the lesson does not include additional explicit strategies for teaching word meaning.
In the “Vocabulary: Use Morphology and Word Parts” section of Purple, lesson 21, “A Long Nap”/“Out of the Mud,” students determine the meaning of the word motorized from context, verify the definition in the glossary, identify the base word motor, analyze the suffix -ize, compare motorized with dramatize, and generate additional -ize words. However, the lesson does not include additional explicit strategies for teaching word meaning.
Evaluation for 5.1b
In the “Vocabulary: Use Morphology and Word Parts” section of Purple, lesson 36, “A Dog Gone Mystery,” students determine the meaning of the tier 2 word intersection from context and discuss the meaning with a partner. The educator guides students in analyzing the root sect, the suffix -ion, and the prefix inter-, and explains how the word parts contribute to the meaning of intersection. Students also connect the vocabulary word to the setting by discussing how the description of the intersection helps readers understand that the town of Barnstead is very small. The lesson does not include tier 3 academic vocabulary.
In the “Vocabulary: Use Reference Tools: Dictionary” section of Purple, lesson 71, “Dream Team,” students determine the meaning of the tier 2 word original by using dictionary definitions and identifying the definition that best matches the way the word is used in the text. Students then read additional dictionary definitions and create sentences using each meaning of the word. In the “Introducing the Text” section, the educator introduces tier 3 basketball vocabulary, including scrimmage, dribbled, layup, jump shot, fouls, and referees, before students read the realistic fiction text. However, the tier 3 academic vocabulary is introduced before reading and is not taught through 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 Figurative, Idiomatic, and Connotative Meanings of Words” section of Purple, lesson 43, “How Smart Is a Lemur?” students determine the meaning of the word looming from context, identify contextual clues including danger, predicted, before, and save lives, and discuss the negative connotation of looming compared with the word coming. However, there are no repeated opportunities for students to practice using the word looming 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 Reference Tools: Dictionary” section of Purple, lesson 174, “Dreamfields,” students determine the meaning of the word eroding by using dictionary definitions, identify the base word erode, analyze the relationship between eroding and erode, and determine which dictionary definition best matches the word as it is used in the text. However, there are no repeated opportunities for students to practice using the word eroding in multiple contexts.
Evaluation for 5.2a
In the “Phonics/Word Study” section of Purple, lesson 55, “Locked Horns: Mortal Combat: Moose and Their Antlers,” the educator explains that adding the prefixes dis- and non- changes the meaning of a base word. The educator explains that the prefixes mean “not,” “lack of,” or “opposite of,” guides students to identify and underline the prefixes in words, and asks students to determine how the prefixes change the meanings of the base words. The students then generate additional words with the prefixes, record the words in their Literacy Notebooks, and review the instructional principle at the end of the lesson.
In the “Phonics/Word Study” section of Purple, lesson 74, “Raising Oysters,” the educator explains that the Latin roots scribe and script mean “write.” The educator models the roots using the words describe, inscribe, manuscript, and scribe, guides students to identify the roots in additional words, and records the examples in a word web. The students then underline the roots in their Literacy Notebooks and write sentences using one word with the root scribe and one word with the root script.
Evaluation for 5.2b
In the “Phonics/Word Study” section of Purple, lesson 109, “The Rules of the Game,” the educator explains that the Latin roots fac and fic mean “make” or “do.” The students identify the roots in deface, satisfaction, magnificent, and sufficient, determine the meanings of the words using the roots, use Dictionary Definitions 109 to determine the meanings of artificial, efficient, facilitate, and factory, review the Word Roots chart in their Literacy Notebooks, and write sentences using words from Word List 109.
In the “Phonics/Word Study” section of Purple, lesson 159, “Shattered, Not Broken,” the educator explains that the prefix sub- means “under” or “smaller” and the prefix super- means “very large or powerful,” “above,” or “beyond.” The students identify the prefixes in subfreezing, submarine, supermarket, and superscript, determine the meanings of the prefixes, read the words subcategory, subdivide, submerge, subnormal, supernatural, and superstar, underline the prefixes, review the Prefixes chart in their Literacy Notebooks, and practice the prefixes by playing the Connect Game.
Evaluation for 5.2c
In the “Vocabulary” section of Purple, lesson 2, “Sweet Rain: A Tale from Mexico,” the educator directs students to reread a sidebar to determine the meaning of the word ingests. Students identify the descriptive details that provide context clues, infer the meaning from the surrounding text, verify their thinking using the glossary, and then connect the word to digest, digestion, and indigestion to deepen understanding.
In the “Vocabulary” section of Purple, lesson 40, “What the Nose Knows,” the educator directs students to determine the meaning of the word miserly by identifying a synonym within the text. Students reread the first paragraph, identify stingy as the synonym, determine an antonym, record both in their Literacy Notebooks, and discuss connections among the related words miser, misery, and miserable.
Evaluation for 5.2d
In the “Vocabulary” section of Purple, lesson 171, “The Power of Red,” 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 supported their thinking; share their definitions with the group; and connect the word to related vocabulary through synonyms, antonyms, base words, or affixes.
In the “Vocabulary” section of Purple, lesson 70, “Jane’s Carousel,” students reread a paragraph containing the word obstacle, identify the specific words and phrases in the paragraph that provide context clues, discuss the meaning of the word with a partner, share their thinking with the group, record the word in the word study section of their Literacy Notebooks, and connect obstacle to the related words impediment, snag, and obstruction to deepen their understanding.
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: Use Morphology and Word Parts” section of Purple, lesson 21, “A Long Nap”/“Out of the Mud,” students determine the meaning of the word motorized from context, verify the definition in the glossary, identify the base word motor, analyze the suffix -ize, compare motorized with dramatize, and generate additional -ize words. However, the lesson does not include additional explicit strategies for teaching word meaning.
5.1b
Specific vocabulary selected for explicit (direct) instruction includes high-utility tier 2 and tier 3 academic vocabulary.
Specific vocabulary selected for explicit (direct) instruction includes high-utility tier 2 and tier 3 academic vocabulary.
1 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Specific vocabulary selected for explicit (direct) instruction includes high-utility tier 2 and tier 3 academic vocabulary.
1 out of 2 points
In the “Vocabulary: Use Reference Tools: Dictionary” section of Purple, lesson 71, “Dream Team,” students determine the meaning of the tier 2 word original by using dictionary definitions and identifying the definition that best matches the way the word is used in the text. Students then read additional dictionary definitions and create sentences using each meaning of the word. In the “Introducing the Text” section, the educator introduces tier 3 basketball vocabulary, including scrimmage, dribbled, layup, jump shot, fouls, and referees, before students read the realistic fiction text. However, the tier 3 academic vocabulary is introduced before reading and is not taught through 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 Reference Tools: Dictionary” section of Purple, lesson 174, “Dreamfields,” students determine the meaning of the word eroding by using dictionary definitions, identify the base word erode, analyze the relationship between eroding and erode, and determine which dictionary definition best matches the word as it is used in the text. However, there are no repeated opportunities for students to practice using the word eroding in multiple contexts.
5.2 Teaching Word-Learning Strategies
5.2a
Materials include explicit (direct) instruction on using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction on using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials include explicit (direct) instruction on using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
In the “Phonics/Word Study” section of Purple, lesson 74, “Raising Oysters,” the educator explains that the Latin roots scribe and script mean “write.” The educator models the roots using the words describe, inscribe, manuscript, and scribe, guides students to identify the roots in additional words, and records the examples in a word web. The students then underline the roots in their Literacy Notebooks and write sentences using one word with the root scribe and one word with the root script.
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 Purple, lesson 159, “Shattered, Not Broken,” the educator explains that the prefix sub- means “under” or “smaller” and the prefix super- means “very large or powerful,” “above,” or “beyond.” The students identify the prefixes in subfreezing, submarine, supermarket, and superscript, determine the meanings of the prefixes, read the words subcategory, subdivide, submerge, subnormal, supernatural, and superstar, underline the prefixes, review the Prefixes chart in their Literacy Notebooks, and practice the prefixes by playing the Connect Game.
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 Purple, lesson 40, “What the Nose Knows,” the educator directs students to determine the meaning of the word miserly by identifying a synonym within the text. Students reread the first paragraph, identify stingy as the synonym, determine an antonym, record both in their Literacy Notebooks, and discuss connections among the related words miser, misery, and miserable.
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 Purple, lesson 70, “Jane’s Carousel,” students reread a paragraph containing the word obstacle, identify the specific words and phrases in the paragraph that provide context clues, discuss the meaning of the word with a partner, share their thinking with the group, record the word in the word study section of their Literacy Notebooks, and connect obstacle to the related words impediment, snag, and obstruction to deepen their understanding.
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 Purple, lesson 2, the educator models fluent reading by reading a paragraph of the rereading text, “Finding Tasty Foods in Unlikely Places,” aloud. The educator explicitly explains to pause at commas and colons to convey meaning, rereads the paragraph, and then has students echo-read each sentence immediately after the educator using the modeled pacing and expression.
In the “Fluency” section of Purple, lesson 126, the educator models fluent reading using a sidebar of the rereading text, “Naturally Sweet,” by demonstrating how sentence structure affects word stress. The educator explains why specific words receive emphasis, repeats the modeling with additional sentences, and then has students practice reading the passage with a partner using the modeled word stress.
Evaluation for 6.1b
In the “Fluency” section of Purple, lesson 55, “Locked Horns”/“Mortal Combat: Moose and Their Antlers,” the educator models fluent reading by reading the selected passage aloud with appropriate word stress and expression before students practice reading the same passage with a partner. Students reread the passage using the educator’s model to apply appropriate phrasing, expression, and word stress. 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 Purple, lesson 109, “The Rules of the Game,” students examine punctuation and italicized text to determine where to pause and which words to emphasize during oral reading. The educator models fluent reading of a page, demonstrating appropriate intonation, word stress, and pausing, before students reread the same passage with a partner using the modeled fluency. However, the materials do not include opportunities for students to practice reading fluency with word lists or fluency phrases.
Evaluation for 6.1c
Each odd-numbered lesson includes a “Revisiting Yesterday’s New Book” section in which students reread a previously read text before reading a new instructional-level text. For example, in Purple, lesson 55, “Locked Horns”/“Mortal Combat: Moose and Their Antlers,” students reread “Wonder Ride,” Level Q, before reading the new two-way text “Locked Horns” and “Mortal Combat: Moose and Their Antlers,” Level S.
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 Purple, lesson 126, “The Sweet History of Cake,” students reread “Naturally Sweet” and “Addicted to Sugar,” both Level U, before reading the new text “The Sweet History of Cake,” Level U.
Evaluation for 6.1d
Purple includes a variety of texts at different levels of complexity. For example, lesson 55 includes the two-way text “Locked Horns”/“Mortal Combat: Moose and Their Antlers,” Level S, while lesson 109 includes “The Rules of the Game,” Level U, demonstrating progression across increasingly complex instructional texts.
Purple includes a variety of texts at different levels of complexity. For example, lesson 126 includes “The Sweet History of Cake,” Level U, providing students with increasingly complex informational text as they progress through the instructional sequence.
Evaluation for 6.1e
In the “Maintaining Fluency” section of Prompting Guide, Part 1, the materials provide explicit guidance for educators to teach, prompt, and reinforce fluent reading. Teachers receive scripted feedback for reading rate, pausing, phrasing, word stress, intonation, and integration, including prompts such as “Make a full stop at the period,” and “Take a little pause when you see the comma,” and reinforcement statements such as “You made a full stop,” and “You made your voice sound like the character was talking.”
In the “Teaching for Fluency in LLI Lessons” and “Oral Reading” sections of Purple , 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 Purple, lesson 126, the educator models fluent reading using a sidebar of the rereading text, “Naturally Sweet,” by demonstrating how sentence structure affects word stress. The educator explains why specific words receive emphasis, repeats the modeling with additional sentences, and then has students practice reading the passage with a partner using the modeled word stress.
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 Purple, lesson 109, “The Rules of the Game,” students examine punctuation and italicized text to determine where to pause and which words to emphasize during oral reading. The educator models fluent reading of a page, demonstrating appropriate intonation, word stress, and pausing, before students reread the same passage with a partner using the modeled fluency. However, the materials do not include opportunities for students to practice reading fluency with word lists or 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 Purple, lesson 126, “The Sweet History of Cake,” students reread “Naturally Sweet” and “Addicted to Sugar,” both Level U, before reading the new text “The Sweet History of Cake,” Level U.
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
Purple includes a variety of texts at different levels of complexity. For example, lesson 126 includes “The Sweet History of Cake,” Level U, providing students with increasingly complex informational text as they progress through the instructional sequence.
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 Purple , 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 “Genre Focus” sections of Purple, lesson 60, “The PS Brothers,” the materials provide opportunities for students to read a high-quality, grade-level, complex literary text. Students follow an extended realistic fiction novel across multiple chapters and episodes while analyzing person-versus-self, person-versus-person, and person-versus-society conflicts; interpreting characterization revealed through characters’ thoughts, dialogue, and actions; and tracking the development of family relationships, regret, and personal growth. The novel also requires students to interpret sophisticated multisyllabic vocabulary, words with multiple affixes, and metaphor within an extended narrative, supporting comprehension of a complex literary text.
In the “Analysis of New Book Characteristics,” “Genre Focus,” and “Discussing and Revisiting the Text” sections of Purple, lesson 97, “Rescuing Orangutans,” the materials provide opportunities for students to read a high-quality, grade-level, complex informational text. Students synthesize information about orangutan rescue and rehabilitation in Borneo and Sumatra by integrating chronological and problem-and-solution structures with maps, charts, photographs, captions, sidebars, direct quotations, and source acknowledgments. Students analyze scientific information, conservation efforts, and the author’s purpose while constructing understanding across multiple informational text features, supporting comprehension of a complex informational text.
Evaluation for 8.1b
In the “Analysis of New Book Characteristics” section of Purple, lesson 190, “Petra: The Forgotten City,” the materials provide students opportunities to read a high-quality informational text representing one level of text complexity within the program. Students synthesize information presented through categorical, chronological, cause-and-effect, and problem-and-solution structures while interpreting maps, photographs, sidebars, headings, subheadings, captions, pronunciation guides, and a glossary to understand the history, decline, and rediscovery of Petra. Students also integrate content-specific and multisyllabic vocabulary, including Nabataeans, Burckhardt, Mediterranean, and Siq, while constructing understanding of increasingly complex informational text.
In the “Analysis of New Book Characteristics” section of Purple, lesson 192, “Detention Intervention,” the materials provide students opportunities to read a high-quality literary text representing a different level of text complexity within the program. Students follow a humorous realistic fiction narrative through chronological events while interpreting complex sentence structures, figurative language, dialogue, headings marking the passage of time, illustrations that extend characterization, and technical vocabulary associated with current events and civic topics. Students construct understanding across multiple literary elements while analyzing character actions, relationships, and themes within an increasingly complex narrative.
Evaluation for 8.1c
In the “Introducing the Text” and “Analysis of New Book Characteristics” sections of Purple, lesson 51, “The Long-Distance Runners of Copper Canyon,” the materials include relevant, engaging content that authentically reflects diverse backgrounds and experiences by introducing students to the Tarahumara people of Copper Canyon, Mexico, their long-distance running traditions, and the cultural practice of kórima, which emphasizes sharing resources and caring for others. Students examine authentic cultural traditions through maps, photographs, sidebars, and informational text that broaden understanding of Indigenous communities and their way of life.
In the “Introducing the Text” and “Analysis of New Book Characteristics” sections of Purple, lesson 49, “From Rocky Waters to a Smooth Finish: Neal Petersen’s Story,” the materials include relevant, engaging content that authentically reflects diverse backgrounds and experiences through the biography of Neal Petersen, who overcame physical disability while growing up under apartheid in South Africa to become a world-class sailor. Students examine authentic historical events, geographic settings, timelines, maps, and biographical details while exploring themes of perseverance, racial injustice, disability, and determination through a real-life experience.
Evaluation for 8.2a
In the “Introducing the Text” section of Purple, lesson 191, “Animal Actors/Animals in Film,” the materials activate and supply background knowledge before students read the paired informational texts. The educator activates prior knowledge by prompting students to discuss films that feature animals and their experiences with animals in entertainment. The lesson supplies new background knowledge by introducing the paired-text structure, explaining that the selections present different viewpoints about the use of animals in film, and preparing students to evaluate evidence from multiple perspectives as they read.
In the “Introducing the Text” section of Purple, lesson 193, “Hollow River,” the materials activate and supply background knowledge before students read the realistic fiction text. The educator activates prior knowledge by discussing how environmental conditions can affect communities and asking students to predict how the setting may influence the story. The lesson supplies background knowledge by establishing the environmental conditions and community concerns that drive the narrative, preparing students to understand the setting’s influence on characters, conflicts, and events throughout the text.
Evaluation for 8.2b
In the “Introducing the Text” section of Purple, lesson 79, “Christo and Jeanne-Claude: Art and the Environment,” the materials pre-teach unfamiliar vocabulary before students read the informational text. The educator defines decade as ten years, explains temporary in relation to the artists’ large-scale installations, introduces the term environmental artists, and directs students to clarify landscape and coastline before reading. This vocabulary preparation supports students’ understanding of the artists’ work and the environmental settings described throughout the text.
In the “Introducing the Text” section of Purple, lesson 80, “Katharina Grosse: Painting Outside the Lines,” the materials pre-teach unfamiliar vocabulary before students read the informational text. The educator introduces installation art as a new artistic concept, directs students to use the sidebar to develop its meaning, uses the color-emotion chart to build understanding of descriptive color language, and asks students to clarify three-dimensional before reading about Katharina Grosse’s artwork. This vocabulary preparation equips students with the background needed to understand the artistic techniques and concepts presented in the text.
Evaluation for 8.2c
In the “Vocabulary: Identify and Use Contextual Information” section of Purple, lesson 13, “Under the Spell of Hypnosis,” the materials provide systematic and explicit instruction in using contextual analysis to determine the meaning of unfamiliar vocabulary. The educator directs students to locate chasm on the page, reread the surrounding paragraph, examine the illustration, record a definition, compare their thinking with a partner, and justify their interpretation using textual evidence that the ground “opened up,” was “deep,” and “spread across the courtyard.’ The educator then confirms the meaning, demonstrating how readers combine contextual information to determine unfamiliar word meanings.
In the “Vocabulary: Identify and Use Contextual Information” section of Purple, lesson 74, “Raising Oysters,” 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 paragraph, determine how the context explains the word jolted, discuss their reasoning with a partner, and analyze why the author selected jolted instead of a more literal word. The educator confirms that jolted is used figuratively to describe Rovito’s excitement rather than physical movement, explicitly demonstrating how surrounding text and author word choice guide readers in determining word meaning.
Evaluation for 8.2d
In the “Vocabulary: Identify and Use Contextual Information” section of Purple, lesson 38, “Surprise! It’s a Flash Mob,” the materials provide opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary. Students reread the opening paragraph, determine the meaning of persistence, identify contextual clues including “never give up,” “weeks,” “months,” “hundreds of tests,” and “spend hours tinkering,” record both the word and supporting evidence in the Word Study section of their Literacy Notebooks, verify their thinking with the glossary, and connect persistence to the verb persist. Students practice supporting their definitions with contextual evidence before refining their understanding through discussion.
In the “Vocabulary: Use Figurative, Idiomatic, and Connotative Meanings of Words” section of Purple, lesson 189, “The Day the Mountain Burst,” the materials provide opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary. Students reread a paragraph, determine the figurative meaning of bitter in the phrase “the bitter place,” distinguish between the word’s literal and figurative meanings, discuss which contextual meaning best fits the setting and Marcus’s experience, and justify their interpretations using evidence from the surrounding text before refining their understanding through educator-guided discussion.
Evaluation for 8.3a
In the “Introducing the Text,” “Reading the Text,” “Discussing and Revisiting the Text,” and “Teaching Points” sections of Purple, lesson 51, “The Long-Distance Runners of Copper Canyon,” the materials provide systematic and explicit instruction in reading comprehension at multiple levels. The educator activates background knowledge through photographs, maps, sidebars, and discussion of the Tarahumara people before students read independently with comprehension support. After reading, students identify information about the Tarahumara people and Micah True (literal), infer how kórima influenced Micah’s decisions and relationships (inferential), and evaluate the author’s purpose, the impact of tourism on Indigenous culture, and how photographs strengthen understanding (evaluative) through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, followed by an explicit comprehension teaching point.
In the “Introducing the Text,” “Reading the Text,” “Discussing and Revisiting the Text,” and “Teaching Points” sections of Purple, lesson 53, “Catching Fog”/“Making Rain,” the materials provide systematic and explicit instruction in reading comprehension at multiple levels. The educator prepares students by introducing freshwater shortages, scientific solutions, and informational text features before reading paired informational texts. Students identify the scientific problems and solutions presented (literal), compare the concepts of fog-catching and cloud-seeding as approaches to addressing water shortages (inferential), and evaluate the evidence supporting each solution and the author’s presentation of scientific claims (evaluative) through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, concluding with an explicit comprehension teaching point that reinforces critical analysis of informational texts.
Evaluation for 8.3b
In the “Reading the Text” and “Discussing and Revisiting the Text” sections of Purple, lesson 56, “Midnight Dare,” 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 surrounding Owen’s dare (literal), infer Owen’s changing emotions and Carrie’s motivations throughout the story (inferential), and evaluate the author’s message about impulsive decisions while analyzing how suspense is developed through pacing, internal thoughts, and carefully chosen language (evaluative). Students organize and support their responses through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text using evidence from the narrative.
In the “Reading the Text” and “Discussing and Revisiting the Text” sections of Purple, lesson 57, “Five Short Seconds,” the materials provide opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level science fiction text. Students identify key events, such as Kai discovers his time-manipulation ability and saves Alysia (literal); infer Kai’s feelings about his newly discovered superpower, his uncertainty about its future, and his decision to protect the Alliance’s secret (inferential); and analyze how the author develops suspense through first-person narration, short sentence structure, illustrations, and the story’s opening while evaluating how these craft choices contribute to the story’s message (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 text.
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,” “Genre Focus,” and “Discussing and Revisiting the Text” sections of Purple, lesson 97, “Rescuing Orangutans,” the materials provide opportunities for students to read a high-quality, grade-level, complex informational text. Students synthesize information about orangutan rescue and rehabilitation in Borneo and Sumatra by integrating chronological and problem-and-solution structures with maps, charts, photographs, captions, sidebars, direct quotations, and source acknowledgments. Students analyze scientific information, conservation efforts, and the author’s purpose while constructing understanding across multiple informational text features, supporting comprehension of a complex informational 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 Purple, lesson 192, “Detention Intervention,” the materials provide students opportunities to read a high-quality literary text representing a different level of text complexity within the program. Students follow a humorous realistic fiction narrative through chronological events while interpreting complex sentence structures, figurative language, dialogue, headings marking the passage of time, illustrations that extend characterization, and technical vocabulary associated with current events and civic topics. Students construct understanding across multiple literary elements while analyzing character actions, relationships, and themes within an increasingly complex narrative.
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 Purple, lesson 49, “From Rocky Waters to a Smooth Finish: Neal Petersen’s Story,” the materials include relevant, engaging content that authentically reflects diverse backgrounds and experiences through the biography of Neal Petersen, who overcame physical disability while growing up under apartheid in South Africa to become a world-class sailor. Students examine authentic historical events, geographic settings, timelines, maps, and biographical details while exploring themes of perseverance, racial injustice, disability, and determination through a real-life experience.
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 Purple, lesson 193, “Hollow River,” the materials activate and supply background knowledge before students read the realistic fiction text. The educator activates prior knowledge by discussing how environmental conditions can affect communities and asking students to predict how the setting may influence the story. The lesson supplies background knowledge by establishing the environmental conditions and community concerns that drive the narrative, preparing students to understand the setting’s influence on characters, conflicts, and events 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 Purple, lesson 80, “Katharina Grosse: Painting Outside the Lines,” the materials pre-teach unfamiliar vocabulary before students read the informational text. The educator introduces installation art as a new artistic concept, directs students to use the sidebar to develop its meaning, uses the color-emotion chart to build understanding of descriptive color language, and asks students to clarify three-dimensional before reading about Katharina Grosse’s artwork. This vocabulary preparation equips students with the background needed to understand the artistic techniques and 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: Identify and Use Contextual Information” section of Purple, lesson 74, “Raising Oysters,” 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 paragraph, determine how the context explains the word jolted, discuss their reasoning with a partner, and analyze why the author selected jolted instead of a more literal word. The educator confirms that jolted is used figuratively to describe Rovito’s excitement rather than physical movement, explicitly demonstrating how surrounding text and author word choice guide readers in determining word meaning.
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: Use Figurative, Idiomatic, and Connotative Meanings of Words” section of Purple, lesson 189, “The Day the Mountain Burst,” the materials provide opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary. Students reread a paragraph, determine the figurative meaning of bitter in the phrase “the bitter place,” distinguish between the word’s literal and figurative meanings, discuss which contextual meaning best fits the setting and Marcus’s experience, and justify their interpretations using evidence from the surrounding text before refining their understanding through educator-guided discussion.
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 Purple, lesson 53, “Catching Fog”/“Making Rain,” the materials provide systematic and explicit instruction in reading comprehension at multiple levels. The educator prepares students by introducing freshwater shortages, scientific solutions, and informational text features before reading paired informational texts. Students identify the scientific problems and solutions presented (literal), compare the concepts of fog-catching and cloud-seeding as approaches to addressing water shortages (inferential), and evaluate the evidence supporting each solution and the author’s presentation of scientific claims (evaluative) through Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text, concluding with an explicit comprehension teaching point that reinforces critical analysis of informational texts.
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 Purple, lesson 57, “Five Short Seconds,” the materials provide opportunities for students to practice reading comprehension skills at multiple levels while reading a grade-level science fiction text. Students identify key events, such as Kai discovers his time-manipulation ability and saves Alysia (literal); infer Kai’s feelings about his newly discovered superpower, his uncertainty about its future, and his decision to protect the Alliance’s secret (inferential); and analyze how the author develops suspense through first-person narration, short sentence structure, illustrations, and the story’s opening while evaluating how these craft choices contribute to the story’s message (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 text.
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.