Fundations Level K Texas

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).

The Fundations Level K materials state that the program is a supplemental foundational literacy resource intended for 30 minutes of daily instruction within tier one general education English Language Arts (ELA). It also offers optional materials for small-group intervention, supporting both whole-class instruction and targeted student needs. The program provides systematic, explicit instruction in foundational skills, including phonics, phonemic awareness, fluency, spelling, and handwriting. The materials also direct educators to pair the program with a comprehensive tier one literacy program to support reading comprehension and overall literacy development.


The Fundations Teacher’s Manual K describes the program as a supplemental, structured literacy curriculum grounded in the science of reading and designed to provide direct, systematic, explicit, sequential, and cumulative instruction in foundational literacy skills. The materials identify its instructional focus as decoding, encoding, handwriting, phonics, fluency, and word study to build a foundation for reading and spelling. While it addresses foundational skills as part of tier one instruction, it is intended to be used alongside a comprehensive language arts program to support full literacy development, including comprehension and vocabulary.

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.

Fundations Level K is a daily 30-minute supplemental component of a comprehensive English Language Arts and Reading (ELAR) curriculum that uses structured routines and direct, explicit instruction to build foundational literacy skills. Lessons follow a predictable sequence that promotes student engagement and skill retention and fits seamlessly into the literacy block. The program also provides targeted intervention support through additional small-group or individualized practice for students who need extra guidance or mastery support.

Fundations Level K provides flexible guidance for integrating supplemental foundational literacy instruction into a core ELAR curriculum through whole-group lessons, independent practice, and differentiated learning centers. The program also offers targeted intervention support through the Level K Fundations Learning Community in the FUN HUB® for students who need additional small-group or individualized instruction.

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.

The Fundations Teacher’s Manual K presents a detailed scope and sequence organized into five instructional units, with clear pacing and skill progression. The program uses a systematic, scaffolded approach that reinforces foundational grade K skills and, through built-in review and cumulative instruction, advances to more complex literacy concepts. Throughout the manual, instructional rationales explain how sequential skill development supports decoding, encoding, and long-term literacy mastery.

The Fundations Teacher’s Manual K provides a clear scope and sequence outlining student expectations, the skills taught by unit, and instructional pacing across the program. The materials organize instruction into structured units that highlight specific phonemes and words. The “Principles of Instruction” and “Skills and Procedures Taught” sections explain the rationale for the program’s systematic, sequential, and cumulative design. They also show how skills build on prior knowledge to support mastery of foundational reading and writing through explicit instruction and a structured progression.

Evaluation for 1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.

In the Fundations Teacher’s Manual K, the program is designed for whole-class delivery as a 30-minute daily component of ELA instruction. The materials explain that a standard lesson includes 3–5 structured student activities, supporting a consistent, clearly defined pacing model that promotes active engagement and skill practice. Additional guidance throughout the manual reinforces daily implementation and outlines suggested pacing to ensure effective, systematic foundational literacy instruction.

The Fundations Teacher’s Manual K provides clear guidance on instructional time, including duration, frequency, and pacing, to support effective implementation. The manual recommends the FUN HUB for 30 minutes per day, five days a week, in small-group or individual intervention settings, and offers additional guidance for use alongside or outside general education instruction. The materials also include structured pacing supports throughout the lessons and the scope and sequence, with estimated time allocations and unit lengths that help ensure consistent, systematic delivery of foundational literacy instruction.

Evaluation for 1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.

The Fundations Teacher’s Manual K offers clear instructional guidance to support effective implementation, including step-by-step preparation directions and structured Learning Activity Overviews, such as “In a Nutshell,” that outline procedures, materials, and student outcomes. The materials also include supports for differentiation, corrective feedback, and multilingual learners, along with Activity Cue Cards and Appendix resources to guide teacher modeling and student responses. Additionally, the FUN HUB digital platform and intervention components, such as the Fundations Learning Community, provide organized instructional resources and targeted support to enhance planning and meet diverse student needs.


The Fundations Teacher’s Manual K provides clear implementation guidance to help teachers deliver the program as designed, including pre-lesson preparation steps that direct teachers to review unit orientations, lesson activities, and FUN HUB resources. The materials emphasize establishing classroom routines, managing materials, and using structured transitions to maximize instructional time and ensure consistent lesson delivery. Additional supports, such as video demonstrations, instructional guidance, differentiation strategies, and the FUN HUB platform, further help teachers implement lessons with fidelity and effectively meet students’ needs.

Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.

The Fundations Level K program provides family support materials in both English and Spanish through the Home Support Pack K. The pack includes unit-specific letters that explain the skills being taught and offer guidance for at-home practice. These resources encourage families to reinforce literacy learning through activities such as letter formation, word building with letter tiles, reading suggestions, and beginning-sound activities. The Teacher’s Manual also directs educators to send orientation letters and home support materials at the start of each unit to promote ongoing family engagement and support student learning.


The Home Support Pack K provides family resources in both English and Spanish that explain the program, outline the weekly skills taught, and offer practical suggestions for supporting literacy development at home. The initial letters include strategies to promote oral language, vocabulary, and early literacy skills, such as encouraging pretend play, asking open-ended “wonder” questions, and reinforcing foundational concepts. These materials also support consistency between home and school by guiding proper handwriting and letter formation, reinforcing classroom instruction.

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).

The materials include comprehensive screening, diagnostic, formative, and progress-monitoring assessments throughout the program to support instructional decision-making and student growth. The level K Progress Monitoring Teacher’s Guide outlines a clear process for collecting baseline data, monitoring progress, setting growth goals, and using assessment data to inform instruction and interventions. Additionally, the Level K Assessment Pathway includes universal screeners, unit assessments, and ongoing progress-monitoring tools to evaluate foundational literacy skill development throughout the year.


Progress-monitoring tools, check-ups, and biweekly unit assessments align with the curriculum scope and sequence. They are designed to inform instructional decisions and measure student mastery of foundational literacy skills. Additionally, the program provides tools such as the Unit Test Tracker and diagnostic guidance to help educators monitor individual student progress, identify learning needs, and determine appropriate next instructional steps.

Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.

The Teacher’s Manual explains that formative assessments are informal and collected during instruction to inform instructional decisions. Unit Introductions identify the specific literacy skills being assessed, such as digraphs and sentence structure, through encoding, decoding, drills, dictation, and observational activities. Additionally, the materials provide guidance on interpreting assessment results for emergent bilingual (EB) learners and recommend using district tools or Acadience data to monitor individual student progress and support informed instructional planning.


The Fundations Level K materials define formative assessments as ongoing, informal measures that gauge student mastery and directly inform daily instructional decisions. Across the curriculum, including in unit 4, the text establishes that these tools are purpose-driven and target early literacy milestones, such as digraphs, sentence structure, and letter formation. Furthermore, the guide provides critical context for accurately interpreting results for EB learners, helping educators distinguish actual learning deficits from the natural continuum of EB language development during dictation and decoding tasks.

Evaluation for 2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.

The level K Progress Monitoring Teacher’s Guide ensures consistent, accurate administration through a structured 12-step process. It provides clear setup instructions, precise one-minute timing protocols, and scripted student prompts for tasks such as letter naming, minimizing testing variables across educators. Additionally, the manual integrates assessment guidance into the Learning Activity Overviews and unit tests, giving educators clear procedures for collecting reliable data and differentiating instruction effectively. It also includes a tracker for students to monitor and reflect upon their growth.


The Fundations Teacher’s Manual K ensures standardized, accurate administration through explicit educator scripts, concrete physical actions, and precise scoring criteria. For example, unit test guidelines specify exact wording for assessing letter-sound associations, while weekly Check-Ups instruct educators on how to prepare students, what content to cover, and how to score responses. By framing these formative tasks as low-stakes rehearsals and comparing results to established benchmarks, the materials provide teams with a reliable, consistent framework for gauging test readiness and planning targeted adjustments before formal unit testing. The manual also includes a tracker that students can use to monitor and reflect on their growth.

Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.

The Level K Assessment Pathway outlines a sequential, cumulative assessment framework that gradually increases in complexity and cognitive demand throughout the year. For instance, early screeners assess basic letter-naming fluency and sound-symbol correspondence, then progress to more complex phonological tasks, such as first-sound fluency (phoneme isolation). Ultimately, the assessments culminate in phoneme-segmentation fluency—a rigorous task that requires students to break spoken words into individual sounds—enabling educators to track growth as foundational literacy skills become increasingly sophisticated.


The Fundations Level K materials are designed to assess a range of complexities and to align with the sequential, cumulative curriculum outlined in the Preface. As each unit builds on previously mastered content, the corresponding unit tests and weekly Check-Ups naturally increase in rigor and cognitive demand. This design ensures that assessments progress seamlessly from simpler tasks, such as letter-sound recognition, to more complex foundational literacy skills, including word reading, structural word marking, and irregular-trick-word decoding.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The level K Progress Monitoring Teacher’s Guide provides structured scoring and data-interpretation guidance through a four-step diagnostic process that uses baseline data and visual aim lines to track student growth. By plotting ongoing assessment scores against these target trajectories, educators can assess independent mastery and identify patterns of need. The manual offers clear next-step instructions based on these data trends, enabling educators to adjust instruction or intensify interventions for struggling students.


The Fundations Teacher’s Manual K provides comprehensive scoring keys and interpretation guidelines that establish a clear 80 percent benchmark for student mastery. If fewer than 80 percent of the class masters a concept, educators are directed to extend instruction for the unit. Individual student scores below this threshold trigger immediate, targeted assistance. This quantitative data is paired with daily observational guidelines that prompt educators to analyze student problem-solving, self-correction, and independent skill application to inform next-step instructional decisions.

Evaluation for 2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.

The FUN HUB Unit Test Tracker for level K automatically charts student performance trends and highlights scores below the 80 percent mastery threshold in red, prompting immediate instructional adjustments. If an entire class falls short of this benchmark, educators are directed to pause pacing and deploy specialized reteach lesson plans for 2–5 days before retesting. For struggling students, the manual provides explicit guidance on implementing targeted tier one differentiation, additional practice, or placement in small-group interventions.


The Fundations Teacher’s Manual K embeds a data-driven decision-making protocol in each unit test to guide educators in responding to student performance trends. If a whole-class trend shows fewer than 80 percent of students demonstrating mastery, educators are directed to pause and extend the unit’s instructional time. For individual performance gaps below the 80 percent threshold, the manual outlines immediate intervention pathways, instructing educators to meet with struggling students to discuss errors, provide additional targeted practice, or use the FUN HUB intervention guidelines to adjust strategies when a student’s progress falls below their plotted aim line.

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.

The materials include multiple tools for educators to track student progress and growth, such as tier two progress reports, attendance logs, assessment scoring sections, student record charts, and graphing tools for foundational literacy skills, including word identification, nonsense word fluency, and phoneme segmentation. These resources support ongoing monitoring of student performance, documentation of interventions, and data-driven instructional decision-making throughout the school year.


The materials include Unit Test Trackers, individual student records, data collection sheets, progress-monitoring charts, and assessment reporting tools available through the FUN HUB and the Progress Monitoring Manual. These resources support ongoing monitoring of student performance, documentation of mastery over time, and data-driven instructional decision-making. The program also provides student trackers to help students monitor their progress and support self-reflection.

Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.

This guidance is not applicable to the program because the program has a stated purpose of additional instruction and/or practice, not targeted remediation or acceleration.

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.

The materials provide differentiated instructional guidance and targeted practice opportunities throughout the Teacher’s Manual, unit introductions, and daily lessons. Students who have not yet reached proficiency receive additional support through small-group instruction, practice books, readers, and targeted practice lessons that include activities such as handwriting practice, segmenting and blending CVC words, and reinforcing tricky word patterns. The materials also include a 20–30-minute targeted practice block and guidance on using a 50-minute FUN HUB lesson to help students close learning gaps and achieve mastery.


Educators receive specific strategies, including additional practice in letter formation, segmenting and blending CVC words, and blending sounds with continuous consonants, along with visual supports. The materials also include targeted reteaching activities and guidance to reinforce trick words, ensuring that support is directly connected to the taught skills and responsive to student needs.

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.

The materials provide guidance and differentiated instruction activities throughout the lessons and unit introductions. The Teacher’s Manual recommends supporting students who need additional practice through reteaching, guided instruction, and targeted practice, while also offering extension opportunities for students who demonstrate proficiency. Educators are encouraged to use guiding and extension questions, small-group word-chaining activities, and expanded journal writing to challenge advanced learners and promote critical thinking. These differentiation supports are embedded throughout the program and directly align with the skills being taught.


The materials provide differentiated instructional guidance and support for students who have not yet reached proficiency through additional practice, reteaching, and targeted skill development. Throughout the program, the “Students Ready for a Challenge” sections offer enrichment opportunities that prompt students to explain and apply phonics and spelling rules, including the y-rule, pluralization, and consonant doubling. These activities encourage students to deepen their understanding and internalize foundational literacy concepts. The differentiation supports are embedded throughout the program and align directly with the skills being taught.

Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials offer general differentiation and intervention supports but lack specially designed instruction tailored to students receiving special education services. Although the Teacher’s Manual provides corrective feedback, reteaching strategies, and guidance for struggling learners, these supports are not linked to specific disabilities and are not accompanied by prescribed accommodations or instructional responses. The preface mentions students receiving special education services and language-based interventions, yet the guidance remains broad and is not embedded within the lessons or units. Consequently, the materials generally support diverse learners but do not provide targeted SDI aligned with the needs of students with identified disabilities.


The materials offer general intervention guidance but lack SDI tailored to the needs of students receiving special education services. The Teacher’s Manual recommends increasing instructional intensity through daily lessons, smaller groups, 1:1 instruction, and the use of the “Fundations Intervention” guidelines. While these recommendations support struggling learners, they focus on program delivery rather than on specific adaptations to content, methodology, or accommodations for students with identified disabilities. As a result, the guidance is broad and could apply across programs rather than embedding SDI within the curriculum.

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.

The materials provide explicit prompts, modeling guidance, and instructional explanations throughout the Unit Introductions, daily lessons, Activity Cue Cards, and other instructional resources. The Teacher’s Manual includes detailed educator language and step-by-step directions for introducing and explaining skills, while activity descriptions and cue cards specify what educators should say and do during instruction. These resources support consistent implementation by providing scripted prompts, instructional explanations, and guidance for modeling new learning.


The materials also provide explicit guidance for modeling foundational literacy skills. For example, the Unit Introduction explains that digraphs such as wh, ch, sh, th, and ck represent a single sound, and the daily lessons include prompts to teach and reinforce this concept. Additional lessons offer direct guidance on teaching phoneme manipulation, sound-symbol relationships, blending short-vowel words, alphabetical order, and word building through educator modeling and guided practice.

Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.

The materials include educator guidance and recommendations for effective delivery and facilitation, along with Unit Introductions, Learning Activity Overviews, Cue Cards, and daily lessons. These resources provide explicit educator prompts, lesson objectives, student outcomes, learning plans, and step-by-step procedures for implementing instruction. Guidance supports lesson facilitation through activities such as drills, dictation, concept introductions, word study, story time, student notebook work, and review routines, helping educators deliver instruction consistently across lessons.


The materials also incorporate a variety of instructional approaches to support student learning and engagement. Lessons include teacher modeling, guided practice, questioning techniques, corrective feedback, choral and echo responses, discussion-based learning, phoneme manipulation, word building, blending and segmenting activities, and student-led practice. The materials further support instruction through visual supports, auditory repetition, kinesthetic routines such as tapping and skywriting, and hands-on manipulation of sounds, letters, and phonics patterns. These approaches give students multiple opportunities to engage with and apply literacy skills.

Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials provide educators with clear guidance and recommendations for implementing whole-group, small-group, partner, and independent instructional structures. The “Small Group Instruction” guidelines direct educators to use assessment data to form and adjust groups based on student needs, reading abilities, and support levels. The materials also outline recommended time allocation, describe instructional approaches along a continuum from intensive support to independent mastery, and provide guidance for educator actions before, during, and after each instructional activity.


Unit Introductions include recommendations for centers, targeted small-group instruction, and independent practice that align directly with the skills taught in each unit. The materials identify specific resources and activities for each setting, such as letter-sound practice, alphabetical order activities, decoding tasks, student notebook work, and additional support activities.

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.

The materials offer guidance for supporting EB learners through embedded lesson resources rather than a dedicated implementation guide for state-approved bilingual programs. The “Linguistic Accommodations for Multilingual Learners” resource provides differentiated supports for varying levels of English proficiency, including visuals, modeling, sentence stems, word banks, and extended wait time. The Teacher’s Manual further supports educators through the “Multilingual Learners Engagement,” “Multilingual Learners Connections,” and “Multilingual Learners Notes” sections, which offer instructional strategies and accommodations within lessons.


The “Multilingual Learners Connections” and “Multilingual Learners Engagement” sections provide unit-specific guidance for previewing vocabulary, clarifying language concepts, offering structured practice, and supporting students’ understanding of English spelling conventions. The materials differentiate support by proficiency level, enabling educators to scaffold instruction and increase students’ use of academic language as proficiency grows. These supports help students engage with grade-level content while building vocabulary, oral language, reading, and writing skills through increasingly complex language expectations.

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.

The materials offer guidance for supporting EB learners through embedded lesson resources but lack an implementation guide for state-approved bilingual programs. The “Linguistic Accommodations for Multilingual Learners” resource provides differentiated supports for varying levels of English proficiency, including visuals, modeling, sentence stems, word banks, and extended wait time. The Teacher’s Manual further supports educators with the “Multilingual Learners Engagement,” “Multilingual Learners Connections,” and “Multilingual Learners Notes” sections, which offer instructional strategies and accommodations within lessons.


The materials offer lesson-level supports for EB learners but lack an implementation guide for state-approved bilingual programs. The Teacher’s Manual includes instructional notes, engagement suggestions, and language-support strategies to help educators scaffold instruction for students at different English proficiency levels. These embedded resources support classroom instruction and language development, but they do not provide comprehensive guidance for implementing the materials within bilingual program models.

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.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

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.

No evidence of three-cueing as defined in Texas Education Code (TEC), §28.0062 was found in this program.

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.

The materials present a systematic sequence of phonological awareness skills aligned with the grade-level TEKS, progressing from larger units of sound to smaller, more complex sound structures. Instruction begins with early skills such as rhyming and alliteration, then moves to word awareness, syllable identification, and syllable blending and segmenting, before advancing to phoneme-level skills such as segmentation and manipulation. For example, in the Fundations Teacher’s Manual K, early instruction begins with identifying and producing rhyming words in unit 1, week 5, day 3, and with alliteration in unit 1, week 4, day 3. Students then progress to identifying syllables in unit 1, week 6, day 4, and to blending and segmenting syllables in unit 1, week 5, day 4. By unit 2, week 1, instruction transitions to CVC word work, and by unit 3, week 6, day 2, students are segmenting individual phonemes in one-syllable words. This sequence clearly progresses from larger units of sound to smaller phoneme-level skills.


Students begin with activities focused on letter-sound recognition, rhyme, and oral language awareness, then advance to blending, segmenting, and manipulating phonemes. The materials present a systematic sequence of phonological awareness skills aligned with the TEKS, progressing from larger, less complex units of sound to smaller, more complex phoneme-level skills. Phonological awareness activities are marked with a “PA” star throughout the program, providing multiple opportunities for cumulative practice. For example, in the Teacher’s Manual, unit 2, week 4, day 5, during the Which Ones Belong activity, students identify which two of three words rhyme, such as pad, jet, and pet. Later, in unit 3, week 3, day 1, students participate in the “Echo/Change” activity, where they isolate and substitute initial phonemes in word chains such as vet, pet, wet, and get, demonstrating a progression from rhyme awareness to phoneme manipulation. Students also participate in the “Guess My Word” activity, in which they listen to individual spoken phonemes and blend them to identify a word. Students blend three- and four-phoneme sequences such as /s/ /i/ /t/ (sit), /s/ /i/ /p/ (sip), /s/ /p/ /i/ /n/ (spin), and /b/ /e/ /n/ /d/ (bend), without seeing printed letters, emphasizing phonological awareness and oral sound blending. Daily instruction begins with foundational letter-sound recognition, as in the Teacher’s Manual, unit 1, week 2, day 3, before progressing to blending, segmenting, and manipulating phonemes. This sequence provides systematic instruction that builds phonological awareness from basic to increasingly complex skills.

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).

Instruction begins with early skills such as identifying initial sounds, rhyming, alliteration, and syllable awareness, then progresses to phoneme-level work. For example, in unit 3, week 1, day 2, students distinguish long and short vowel sounds by listening to spoken words such as hope, sad, and like, and responding orally to identify the vowel type. This early focus on sound identification builds toward more complex phonemic awareness skills.


Students begin by blending and manipulating individual phonemes, then progress to segmenting phonemes and working with blends, digraphs, and more complex sound patterns. For example, students blend sounds to read words such as set, met, log, and led; later, they segment words such as us, men, set, and wag; and manipulate sounds and blends in word chains such as cat-rat-fat-sat and chip-ship-whip-win. In the Teacher’s Manual daily lessons, instruction also progresses from identifying initial and medial sounds to distinguishing vowel sounds. In unit 6, week 1, day 5, students identify shared initial sounds in words such as mess and mat and the medial vowel sound in cup.

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.

Learning Activity Overviews provide step-by-step guidance for educators, including modeling, corrective feedback, and assessment procedures for activities such as Echo/Change, Drill Sounds/Warm-Up, and Which Ones Belong. Educators model phoneme isolation, blending, and manipulation using sound cards and guided practice. Students identify shared sounds, generate words with target phonemes, and manipulate sounds to form new words. Ongoing observation, differentiated support, and corrective feedback reinforce phonemic awareness and letter-sound knowledge throughout instruction.


Educators receive clear procedures for modeling and guided practice in activities such as Echo/Change, sound drills, and vowel extension exercises, with specific prompts, examples, and opportunities for student response. Students practice identifying shared sounds, manipulating phonemes through addition, deletion, and substitution, and strengthening letter-sound associations through repeated educator modeling and choral responses. Ongoing practice and corrective feedback support the development of phonological and phonemic awareness and foundational literacy skills.

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.

Daily lessons revisit previously taught skills, including letter-sound relationships, rhyming, alliteration, syllable awareness, phoneme segmentation, and phoneme manipulation, through consistent instructional routines. For example, students repeatedly practice tapping, segmenting, building, and changing words in activities such as Echo/Find, where they analyze words like lap and lip using letter tiles and oral spelling. These recurring routines provide multiple opportunities for review, application, corrective feedback, and mastery of foundational phonological and phonemic awareness skills.


The program revisits previously taught skills while introducing new concepts, enabling students to apply and strengthen phoneme manipulation, phoneme-grapheme mapping, letter-sound relationships, and word analysis over time. For example, students repeatedly engage in routines such as Echo/Change, word dictation, and Drill Sounds/Warm-Up, during which they tap, segment, spell, and verify words while reviewing previously learned sounds and letters. These embedded review opportunities provide ongoing practice, corrective feedback, and reinforcement of foundational phonological and phonemic awareness skills throughout the program.

Evaluation for 4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.

New concepts are introduced through direct instruction, modeling, and guided practice, and students then apply these skills independently through activities such as Echo/Find, Sentence Frames, Targeted Practice, and Student Notebook tasks. For example, students practice tapping and segmenting words such as fit and fat only after the educator explicitly teaches the segmentation routine in the “Introduce New Concepts” lesson. The materials also provide cumulative review, unit-based practice opportunities, and recommendations for next steps to reinforce previously taught skills and support continued mastery.


The Fundations Teacher’s Manual K Appendix provides guidance for extending instruction through the Student Practice Book, FUN HUB activities, and Fundations Readers. These resources offer additional, targeted practice aligned with daily instruction and reinforce previously taught skills through independent work, small-group instruction, centers, and at-home activities. The materials also include a grade K–3 “Scope and Sequence” and instructional target summaries that support cumulative review and skill progression. Additionally, in unit 1, week 1, day 2, under Drill Sounds/Warm-Up, educators explicitly introduce and model the sounds /t/, /b/, and /f/ using large sound cards. Students then review taught sounds with standard sound cards before applying those skills in the Which Ones Belong? activity, where they identify words beginning with /f/ and determine the beginning sound in the word bag, providing practice only with sounds that have been explicitly taught and reviewed.

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.

In the Teacher’s Manual K “Scope and Sequence,” instruction progresses from learning consonant and short vowel sounds in unit 1 to blending and segmenting CVC words in unit 2, reading and spelling CVC words in unit 3, and learning consonant digraphs such as wh, ch, sh, th, and ck in unit 4. For example, in unit 1, week 2, day 1, students are explicitly taught the letter-keyword-sound associations for n and m through educator modeling, sound discrimination, guided practice, and repeated use of large and standard sound cards. This structured progression supports the development of sound-symbol knowledge and prepares students to read and spell increasingly complex word patterns, including CCVC, by the end of grade K.


In the level K “Scope and Sequence,” instruction progresses from consonants and short vowels to reading and spelling approximately 200 CVC words, then to more complex patterns such as CCVC and CVCC words. For example, in unit 1, week 2, day 3, students review previously taught letter-sound correspondences using standard sound cards, identify letter-keyword-sound associations, connect sounds to spoken words, and practice letter formation through skywriting. The “Recommendations for Next Steps” section in the Appendix further reinforces this systematic progression by recommending remediation in the same sequence in which skills are taught, from consonants and short vowels to CVC words and digraphs.

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.

In the Teacher’s Manual K “Scope and Sequence,” instruction progresses from consonant and short vowel sounds in unit 1 to blending and reading CVC words, then to more complex patterns such as consonant digraphs (wh, ch, sh, th, and ck) and CCVC/CVCC words by the end of grade K. For example, in unit 1, week 2, day 1, students explicitly learn the letter-keyword-sound associations for n and m through educator modeling, sound discrimination activities, and guided practice with large and standard sound cards. This structured progression helps students apply sound-spelling patterns to decode, encode, and phonetically spell increasingly complex words.


The materials provide explicit instruction in decoding and encoding words using sound-spelling patterns aligned with the TEKS. For example, in unit 2, week 1, day 1, educators model decoding CVC words such as mat by having students say the letter, keyword, and sound, tap each phoneme, and blend the sounds to read the word. In unit 2, week 1, day 2, students practice encoding by manipulating sounds to create new words, such as wet, set, and met, or lip, rip, and nip. Additional explicit instruction is provided in activities such as in unit 3, week 2, day 1, Word Play, where students segment and blend sounds to decode words, and in unit 3, week 5, day 1, where educators explicitly teach when to use c or k to represent the /k/ sound in words such as cat, cot, cut, kit, and kid.

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.

Students repeatedly apply previously taught skills through the Fundations Practice Book, FUN HUB activities, decodable readers, small-group instruction, and review activities embedded throughout the program. For example, in the Student Practice Book Level K, unit 3, week 1, students decode and encode words such as tap, big, let, hug, and dog in the Tap, Blend, and Write activity, then apply the same sound-spelling patterns while reading connected text in “I Can Picture It!” Additional cumulative practice is provided through decodable texts such as “I Can Find It” and daily Word Play activities, allowing students to revisit taught patterns in both isolated words and connected reading to build accuracy, automaticity, and fluency.


In unit 3, week 6, day 4, students review previously taught patterns by decoding words with standard sound cards, tapping and blending sounds, and encoding words such as tot, Ken, yap, cot, fig, did, box, and Kip through dictated spelling activities. Additional cumulative practice appears in the Student Practice Book, where students apply taught patterns in both isolated words and connected text. For example, in unit 5, week 3, students read decodable sentences, match them to illustrations, and write the matching sentence independently. Activities such as I Can Picture It and Get Ready, Get Set, Spell reinforce automaticity through repeated decoding and encoding practice.

Evaluation for 4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.

The Appendix directs educators to reinforce taught skills through the Fundations Practice Book, FUN HUB activities, decodable readers, small-group instruction, and at-home practice, ensuring students apply previously learned concepts cumulatively. For example, in unit 3, week 6 of the Student Practice Book, students read, trace, segment, and spell words such as led, tax, quiz, bus, fit, and sob using established letter-sound correspondences and phoneme-grapheme mapping skills. Similarly, in unit 3, week 1, day 1, students practice tapping and spelling CVC words such as lip and mat, applying only the consonant-and-short-vowel patterns explicitly taught earlier.



Following each unit assessment, resources such as the “Unit 3 Resource Page” and “Recommendations for Next Steps” connect instruction, assessment, and review by identifying taught spelling patterns and offering reinforcement guidance. For example, in unit 4, week 2, students read, trace, segment, and spell words such as lug, mob, thin, sub, and peck, applying previously taught consonants, short vowels, and digraphs while recognizing that digraphs represent a single sound. Similarly, in unit 3, week 2, day 1, students build words such as pot, big, pen, jab, tap, tab, tub, and cab using letter tiles, practicing only the letter-sound correspondences and spelling patterns explicitly taught in prior instruction.

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.

The level K “Fundations Scope and Sequence” outlines a progression from simple high-frequency and trick words to more complex words throughout the year. For example, unit 3 introduces words such as the, a, and, are, to, is, his, as, has, and was; unit 4 adds we, she, he, be, me, I, you, and they; and unit 5 introduces or, for, of, have, from, by, my, do, and one, while previously taught words are continually reviewed. The program also systematically teaches phonetically regular high-frequency words aligned with the phonics sequence, beginning with VC and CVC words and building toward the expectation that students recognize 75 percent of the first 100 high-frequency words, including 25–30 irregular trick words, by the end of level K.



According to the Fundations Teacher’s Manual K, the program explicitly teaches 27 irregular trick words for automatic recognition and spelling, using words from the Fry First 100 Word List and the American Heritage Word Frequency Book. The scope and sequence demonstrates a logical progression of instruction, beginning in unit 3 with high-frequency words such as the, a, and, are, to, is, his, as, has, and was, and expanding in unit 5 to include more complex words such as for, of, have, from, by, my, do, and one. High-frequency word instruction is integrated with the phonics sequence so students learn trick words alongside new letter-sound correspondences, decoding, and spelling patterns. For example, unit 3 introduces trick words as students learn to blend, segment, and spell CVC words, and units 4 and 5 continue to add new high-frequency words as students learn digraphs and more advanced phonics concepts. Through explicit instruction, cumulative review, and repeated application, students build automatic recognition and spelling of both regular and irregular high-frequency words, supporting the program goal of mastering 75 percent of the first 100 high-frequency words by the end of level K.

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.

In the Teacher’s Manual, unit 3, week 2, day 3, students are explicitly introduced to trick words such as the and a through guided sentence reading and dictation. Students read and construct sentences (e.g., “Meg had the red hat.” and “Meg had a red hat.”), identify and circle the trick words, and analyze the regular and irregular parts of each word. The lesson includes educator modeling, guided practice, and flashcard review to provide repeated exposure and promote automatic recognition.


Additional explicit instruction in decoding and encoding high-frequency words is embedded throughout the program. In unit 5, week 3, day 1, students encode words by segmenting phonemes, matching sounds to graphemes, and using letter tiles to build them. In unit 5, week 3, day 4, students read sentences containing previously taught trick words, identify and circle the target words, and practice correct spelling patterns through repeated reading and flashcards. In unit 5, week 6, day 4, students continue applying high-frequency words in connected sentence reading (e.g., “We can have one candy.” and “I have a toy for you.”), reinforcing decoding and encoding accuracy. Across lessons, students receive explicit, repeated instruction that supports mastery of both regular and irregular high-frequency words.

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.

In the Student Practice Book, the Digging for Trick Words activities give students repeated opportunities to apply previously taught high-frequency words. For example, in unit 3, week 3, students read sentences and identify previously taught trick words, while in unit 4, week 2, they read connected sentences, circle each trick word in context, and then write the words independently, reinforcing both decoding and encoding skills. Additional cumulative decoding practice is provided through connected-text activities such as I Can Picture It, where students apply high-frequency words while reading decodable text. The Teacher’s Manual further reinforces automaticity through trick-word flashcard review, sentence reading, and storytime activities that encourage students to recognize and use previously taught high-frequency words in isolation and in connected text.


The program emphasizes reading high-frequency trick words before expecting students to spell them, introducing encoding later. For example, in the Fundations Teacher’s Manual K, unit 3, week 2, day 5, students reread sentences containing previously taught trick words, identify and circle the target words, discuss their irregular parts, and practice reading them with Trick Word Flashcards to build automatic recognition. Encoding is introduced in activities such as unit 5, week 2, day 1, where students manipulate dictated sentences (e.g., changing “Jim had the pup.” to “Jim had the mop.”), tap and spell phonetic words, and learn that trick words are recognized from memory rather than sounded out. The Student Practice Book extends this cumulative practice through activities such as Digging for Trick Words, in which students read trick words in isolation and in connected sentences, identify and circle them in context, and then write them independently. Additional connected-text activities, such as those in unit 4, week 4, require students to reread decodable passages while identifying previously taught trick words such as to, is, and was, reinforcing automatic recognition and fluency with both regular and irregular high-frequency words.

Evaluation for 4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.

The Teacher’s Manual K Appendix directs educators to reinforce previously taught skills through the Fundations Practice Book, FUN HUB activities, Fundations Readers, small-group instruction, and at-home practice, ensuring that students revisit only words already introduced. For example, in the Student Practice Book, unit 3, week 3, the Digging for Trick Words activity has students read connected sentences, identify and circle previously taught trick words such as the, a, and to, and then reread and write those same words to reinforce automatic recognition and spelling. Similarly, in the Teacher’s Manual K, unit 3, week 6, day 5, students practice only previously taught trick words by reading them in sentences, identifying and circling the target words, reviewing the corresponding Trick Word Flashcards, and progressing from educator-supported reading to independent recognition. Because each unit builds on previously taught high-frequency words and includes no new words until they have been explicitly introduced, students receive cumulative practice that reinforces mastery while supporting automaticity in reading and spelling.



In the Fundations Teacher’s Manual K, the Unit Resource pages that follow each unit assessment provide a complete list of the high-frequency words taught in that unit, along with highlighted sentence examples that directly link assessment results to cumulative review opportunities. The “Unit 5 Resource” page also includes “Recommendations for Next Steps,” which guide educators in reinforcing previously taught high-frequency words before introducing new concepts. In the Student Practice Book, unit 4, week 4, the Digging for Trick Words activity provides cumulative practice by having students read a decodable passage, identify and circle previously taught trick words such as to, is, and was, and reread the passage to build automaticity. Students then write the same trick words, reinforcing both decoding and encoding while integrating previously learned phonics skills, such as identifying digraphs in connected text. The Student Practice Book consistently limits practice to regular and irregular high-frequency words that have already been explicitly taught; for example, in unit 4, week 4, students practice previously introduced trick words by reading, identifying, circling, and writing words such as be, me, I, and you, all of which were explicitly taught earlier in unit 4 according to the scope and sequence. They also practice previously taught regular high-frequency words such as with.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.

Evaluation for 4.C.3b
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.

This guidance statement is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable or multisyllabic words.

Evaluation for 4.C.3c
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.

This guidance is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable and multisyllabic words.

Evaluation for 4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.

This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.

Evaluation for 4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The guidance is not applicable to the program because TEKS for the grade level do not list morphemes.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list morphological skills.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list morphological skills.

Evaluation for 4.D.3d
Student practice includes only morphemes that have been explicitly taught.

This guidance is not applicable to the program because TEKS for the grade level do not list morphemes.

Evaluation for 7.1a
Materials include explicit (direct) and systematic handwriting instruction (e.g., sequenced from lowercase letters to uppercase letters) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Fundations Teacher’s Manual K “Handwriting Instruction Overview” provides explicit, systematic instruction to develop accurate, fluent letter formation. Instruction begins with lowercase letters and emphasizes correct size, shape, spacing, slant, and stroke, using consistent formation language. The materials use the Wilson Font and the Wilson Letter Formation Grid, which includes Sky Line, Plane Line, Grass Line, and Worm Line guides to support correct letter placement and formation. Students develop handwriting skills through a multimodal approach that includes letter-formation verbalizations, skywriting, tracing, repeated writing, daily dictation, and instruction in proper pencil grip, posture, and paper placement. The Manuscript Letter Formation Guide further supports instruction with visual models, numbered formation steps, and scaffolded practice as students progress from individual letter formation to writing words and sentences.


Handwriting instruction is embedded throughout daily lessons through structured routines that offer direct modeling and guided practice. For example, in the Learning Activity Overview for Letter, Keyword, Sound activities, educators introduce letters using a multimodal skywriting routine that links letter sounds, shapes, and correct formation. The educator models the target letter on the Wilson Letter Formation Grid, explains where the letter begins, and provides verbal formation cues as students skywrite and repeat the verbalization. In the Echo/Words activity, educators reinforce handwriting readiness by reviewing proper seating and pencil grip, dictating a sound, guiding students to identify the corresponding letter, and modeling correct formation before students write the letter on dry-erase tablets while repeating the verbal cues. These routines provide explicit instruction, guided practice, and repeated application to support accurate letter formation and handwriting development.

Evaluation for 7.1b
Materials include frequent opportunities for students to develop and refine handwriting skills through guided practice and independent practice in alignment with grade-level TEKS as appropriate for the program's stated purpose.

During guided handwriting practice, the materials provide frequent opportunities for educators to model and support correct letter formation. Handwriting instruction is embedded in Echo Letter, Echo Word, Echo Sentence Dictation, and Skywrite/Letter Formation activities, where educators model letter formation with verbalizations, reinforce proper pencil grip and posture, and guide students through repeated practice using the Large Letter Formation Grid, dry-erase writing tablets, and student notebooks. For example, in the Teacher’s Manual K, unit 1, week 1, day 1, students practice forming letters through educator modeling, skywriting, and guided writing activities. Students follow verbal cues as they form letters on dry-erase tablets, receiving support to develop accurate strokes, proper letter placement, and consistent handwriting habits.


Students also have frequent opportunities to independently apply and refine their handwriting skills through writing activities and practice resources. After guided instruction, students apply letter-formation skills during independent writing tasks using Student Notebooks and other handwriting practice materials. For example, in Student Notebook, unit 2, week 4, students roll a die and write the corresponding target letter until the page is complete, reinforcing letter formation, spacing, and handwriting fluency through repeated practice. Students also practice independently during writing activities, forming previously taught letters and words while educators monitor handwriting accuracy and provide feedback. Together, the guided and independent routines provide repeated opportunities for students to develop, apply, and refine handwriting skills aligned with grade-level expectations.

Evaluation for 7.1c
Materials include guidance for educators to provide feedback to students to develop and refine their handwriting skills (e.g., writing position, writing grip, letter spacing, size, slant, directionality) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Fundations Teacher’s Manual K provides educators with guidance on observing student handwriting and delivering targeted feedback to address errors. The Echo/Letter Formation Learning Activity Overview includes sections on corrective feedback and differentiation that guide educators in using guiding questions, strategy reminders, modeling, and verbal cues when students need support with letter formation. Educators reinforce correct posture, pencil grip, and letter formation with the Large Letter Formation Grid and provide additional practice through gross-motor letter formation, tracing, and copying activities before students write independently on dry-erase tablets. These supports help educators identify student needs and deliver targeted feedback to improve handwriting accuracy and fluency.


The Manuscript Letter Formation Guide further supports consistent feedback by providing visual models, numbered formation steps, and line-placement cues for each letter. Educators use these resources to reinforce correct stroke sequence, letter placement, size, and directionality as students practice handwriting. For example, when students form letters incorrectly, educators can refer to the formation steps and verbal cues to model the correct movement and prompt students to revise their writing. Through ongoing observation, modeling, and corrective guidance, the materials help educators support students in developing and refining legible handwriting aligned with grade-level expectations.