Program Information
Just Right Reader 3rd Grade Decodables Plus
ELAR: Phonics Grade 3
IMRA 2025
Commissioner Recommended
Publisher: Just Right Reader, Inc.
Copyright: 2024
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS Student % | TEKS Teacher % | ELPS Student % | ELPS Teacher % |
|---|---|---|---|---|
| Grade 3 | 100% | N/A | N/A | N/A |
Criteria for Quality
Rubric Section 1
Implementation Quality
Total
100% (28 out of 28 points)
Evaluation for 1.1a
-The materials provide a scope and sequence that outlines the Texas Essential Knowledge and Skills (TEKS) concepts and knowledge and ELPS taught throughout the course. The overview is organized by week, emphasizing phonic structures, integrating high-frequency words and vocabulary development, and enhancing fluency, comprehension, and vocabulary skills.- The Teacher Edition lists materials for curriculum implementation and includes a Scope and Sequence that consists of a weekly overview of student expectations and instructional plans. For example, the "Student Expectations" of the "Unit/Module Overview" includes the following standards: "2A: Demonstrate and apply phonetic knowledge” and “2B: Demonstrate and apply spelling knowledge." - The Teacher Edition includes a key which outlines the specific skills addressed in each lesson, allowing educators to quickly see how instruction supports ELPS-aligned language growth. For example, ELPS Speaking A, B, C, D, E, F are listed and hyperlinked to support access to the full description of the ELPS.
Evaluation for 1.1b
- The materials include pacing guides for grade 3 that facilitate the implementation of various instructional calendars, accommodating a 4 or 5-day school week and a duration of either a 160-day school year or a 180-day school year. The weekly overview provides an overview of the material's pacing across 36 instructional weeks. -The grade 3 Phonics Program Pacing Guide for 36 instructional weeks provides teachers with a roadmap to introduce and reinforce grade-level phonic standards for reading development. The roadmap provides tools for weekly planning, resources, and materials to deliver the lesson, including reviews and cumulative reviews, to implement various calendars.
Evaluation for 1.1c
- The materials provide a rationale for the unit order or explain how the concepts and skills connect throughout the course. The Teacher Edition explains that instructional methodology is based in the Science of Reading and states: “The Just Right Reader lesson plans are grounded in the principles of the Science of Reading, focusing on explicit phonics instruction and a systematic approach to literacy.” The Grade 3 phonics scope and sequence includes a rationale which explains how the materials “move students from mastery of basic syllable patterns into fluent decoding and encoding of increasingly complex multisyllabic words.”
Evaluation for 1.1d
-The materials include resources, such as a “Getting Started” guide, teacher resources, extending instruction into the home, and lesson plans to support teachers. The Teacher Edition includes a section titled “Lesson Implementation Guide for Teachers,” which details how teachers can access the materials and states that “it is beneficial to review these lesson plans in advance of your teaching sessions.” The materials lessons are structured and outlined by weeks and grouped as units to target overall skills. -In grade 3, the Teacher Edition guidance for the Lesson Plan Internalization includes a scripted checklist for teachers to understand and prepare each lesson. The lesson plan internalization template is divided into sections that provide the steps and detailed descriptions to follow during the implementation of each section, for example, in the section “SEE IT” guides how to deconstruct the lesson standard, identify the ways the standard will be assessed, identify the bite-sized lesson “teaching point”, and determine the lesson flow and pacing. The lesson Plan internalization sections are: LAUNCH, SEE IT, NAME IT, and DO IT.
Evaluation for 1.1e
-The materials include an Instructional Coach Support Guide to help teachers implement the materials. The guide includes steps and strategies to facilitate weekly discussions with teachers and support lesson delivery. For example, In Step 1, Getting Started of the Instructional Coach Support Guide includes the “Familiarize Yourself with the Guide” and lists the following steps: “Review the Lesson Implementation Guide for Teachers, Review the specific skills targeted in each lesson, such as phonemic awareness phonics, fluency, comprehension, and vocabulary located in the Unit/Module Overview section, and Highlight how these skills progress throughout the curriculum and how they connect to the TEKS”. -The materials include resources and guidance to support administrators in implementing them. For example, they include an online "Administrators Resources" tab with an "Administrator Welcome Letter." The "Administrator Welcome Letter" explains how to access the "Professional Development Resources," "Curriculum Alignments," and "Lesson Plans."
Evaluation for 1.2a
-The materials include a unit overview that provides text-dependent lesson plans. The unit overview lists the lessons for each unit. Each lesson provides teachers with the background knowledge and vocabulary to teach the material. For example, in the lesson The Fort, the background knowledge prompts the teacher to say: “The title of this book is The Fort. Have you ever built a fort before? Sometimes kids build small forts inside using pillows and blankets. Other times, they built forts outside using sticks or planks of wood. In this book, two friends work together to build a fort in the forest.” The vocabulary words included in the lesson are adorn, gather, platform, and support. Additionally, the materials include explicit connection to previous content by having teachers state “We've been reading and spelling multisyllabic words with different syllable types" and "We’ve been learning about prefixes and suffixes to help us read and understand the meaning of words” before the current learning objectives. These additions explicitly connect previously learned concepts and strategies to new content.-The materials provide Grade 3 Additional Resources, featuring a Vocabulary Routine that guides students through six steps to acquire new vocabulary: 1. Introduce the word 2. Apply phonics and morphological skills 3. Connect the word to meaning 4. Use the word in context 5. Check understanding 6. Integrate reading and writing. The vocabulary routine is applicable to each lesson, but is not included in the unit overviews for teachers to teach the concepts.
Evaluation for 1.2b
-The materials extend instruction into the home with the Take-Everywhere Literacy Packs. The books include a QR code-accessible lesson in both English and Spanish, allowing students to watch a phonics lesson independently or with their families. The materials include a Family Welcome Letter in English and Spanish with the following suggestions: "1. Watch a fun phonics video lesson together. 2. Read the books together as a family. 3. Encourage your student to reread the books. 4. Talk about the book. 5. Participate in a fun activity with your student." -The materials offer tools to communicate students' progress to families. The guide, “My Literacy Journey Trackers,” can be used during parent-teacher conferences to ensure parent engagement and involvement in their child's learning. The materials also include a Home Reading Bingo activity in English and Spanish that reinforces classroom concepts and skills, promoting active family involvement in student learning. Bingo activities provide opportunities for families to practice with students the skills they are currently learning in the classroom.
Evaluation for 1.3a
-The materials present comprehensive, structured, and detailed lesson plans for each decodable included in the Third Grade English Library. Each plan specifies learning objectives, materials and preparation, teacher information, and teacher resources. For instance, the lesson plan for “Ginger’s Homework” includes the following bullets under Materials and Preparation: Copy of Ginger’s Homework for each student, Whiteboard and marker or paper and pencil, and Vocabulary Notebook (optional). The ELPS are outlined in the lesson overview to support teachers in implementation. -The materials provide instructional assessments designed to align with the content standards of the phonics lessons. They categorize assessments into diagnostic (administered before instruction), formative (conducted during instruction), and summative (administered following instruction). The assessment chart details the components of summative assessments, which include: Directions for Administration, Standards/Skills Assessed, Teacher Directions, Assessment Items, Scoring Guide, and Progress Monitoring. For instance, the “Decodable Plus Set 4 Summative: Multisyllabic words with vowel team Syllables (oo, au, augh, aw, Long u), and z” includes under Teacher Directions the instruction: “Say: I will say a word two times. First, you are going to repeat the word after me. Then, you will write the word in the correct space.
Evaluation for 1.3b
-The materials provide structured lesson overviews detailing the necessary materials for each lesson, promoting organized and effective instructional delivery for teachers and students. Lesson plans outline recommended time allocations for each component, ensuring structured pacing and effective classroom management. For example, in the Grade 3 lesson "Rachel’s voice" (Set 1), the recommended materials and preparation include a copy of "Rachael’s voice " for each student, a whiteboard and marker or paper and pencil, and a vocabulary notebook (optional). -The lesson overview outlines recommended time allocations for each of the lesson's components. For instance, in the Grade 3 lesson "Retreat at the Creek" (Set 3), specific time suggestions are provided: "Phonics Review" for 10 minutes, "Reading the Decodable" for 10 minutes, "Comprehension and Extension Activities" for 10 minutes, and "Closing" for one minute.
Evaluation for 1.3c
-The materials include guidance on effectively using lesson materials for extended practice. They incorporate a QR code allowing families to access phonics mini-lessons at home, enhancing opportunities for extended learning beyond the lessons. The QR codes provide students with access to lessons targeted to practice and reinforce the specific skills they have learned in the classroom. For example, the "Take-Everywhere Literacy Packs" provide additional practice and extension activities that can be used at school and home. -Lesson plans provide Comprehension Extension Activities, such as "Written Response to Reading," enabling students to practice and apply their understanding of texts. Teacher resources include a Family Welcome Letter, which offers various ideas to encourage reading practice at home, strengthening the connection between school and family in supporting students' literacy development. For example, one of the ideas in the letter on How to Support Your Student at Home states: “Watch a fun phonics video lesson together. Scan the QR code on the book for fun phonics lessons available in English and Spanish. Each book has a unique video lesson!”
1.1 Intentional Instructional Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
4 out of 4 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
4 out of 4 points
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
8 out of 8 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
8 out of 8 points
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (26 out of 26 points)
Evaluation for 2.1a
- The materials provide a comprehensive and structured assessment system, which includes diagnostic, formative, and summative assessments. Appendix A features diagnostic assessments that focus on phonics and word knowledge, offering tasks that progress in complexity, from simple multisyllabic words with closed syllables to those with prefixes and suffixes. Figure 2.2 in the Teacher Edition outlines the Third Grade Assessment Overview, including hyperlinks to tools like the Baseline Assessment: Connected Text Fluency, where teachers can access sheets and checklists to support instruction and interventions based on student performance. -The materials include assessment types and scheduling detailed in Figure 2.3, which maps out when diagnostic, formative, and summative assessments occur throughout the units. For example, teachers administer a diagnostic baseline at the beginning of each unit, follow up with formative assessments during instruction, and conclude with summative assessments to evaluate mastery. These summative assessments include varied task types such as encoding, decoding, and spelling. The assessment tools—including checklists, student prompts, and feedback routines—allow the ongoing tracking of student learning, aligned with phonics instruction and grade-level expectations.
Evaluation for 2.1b
- The materials provide clear and detailed definitions and purposes for the various types of instructional assessments within the Teacher Edition, specifically addressing Diagnostic, Formative, and Summative assessments. For instance, the Diagnostic Assessment is described as a tool that “gauges students’ knowledge and skills before learning and teaching occurs,” serving as a formal, standardized measure to establish baseline phonics skills for third-grade students. The material further emphasizes the diagnostic’s role in informing instructional decisions; for example, if a student scores below 50% on a decoding subsection, the assessment is discontinued, whereas scores of 50% or higher prompt administration of increasingly complex subsections. - In the materials, formative assessments are designed to monitor student progress during the instructional process, enabling educators to use the data to adjust teaching strategies accordingly. Conversely, summative assessments are employed to evaluate student mastery following instruction, with the results used to report proficiency relative to the standards taught. Each summative assessment includes a “Purpose of Assessment” section that articulates its intent, exemplified by Summative Set 54, which “gauges student knowledge and skills after teaching and learning have taken place” to measure mastery of specific standards. This structure enables teachers to understand not only what to assess, but also why and how to act on the data, making the assessment system both meaningful and actionable.
Evaluation for 2.1c
-The materials provide detailed and consistent guidance for administering assessments, ensuring reliability and ease of use for teachers. The Teacher Edition includes an Administration Guide in Appendix A for Diagnostic Assessments (Phonics & Word Knowledge), which outlines clear steps for preparation, administration, scoring, and data analysis. For example, it guides teachers on how to respond when a student struggles, by prompting or skipping a word, and how to mark observations if the student becomes frustrated. Similarly, Appendix C offers structured guidance for summative assessments across all decodable sets, including clearly stated purposes, standards assessed, step-by-step teacher directions, and scoring rubrics to support progress monitoring. -The materials support consistent assessment practices through scripted teacher language and targeted instructional moves. Teachers receive specific phrasing for diagnostic and summative tasks, such as saying, “I will say a word two times. First, you are going to repeat the word after me. Then, you will write the word in the correct space.” This scripting supports standardized assessment delivery, ensuring that all students are evaluated under the same conditions. Additionally, the guide offers tailored progress monitoring instructions for various syllable types, including r-controlled and vowel teams, aligning student scores with reading proficiency levels. These elements collectively empower educators to implement assessments with accuracy and purpose, while also gathering meaningful data to guide instruction.
Evaluation for 2.1d
-The materials align assessments and instructional objectives to the TEKS, as evidenced in Figure 2.2 in the Teacher Edition, which includes a dedicated “TEKS Standards” column for each assessment. For instance, Decodable Set 7 targets the skill “demonstrate and apply phonetic knowledge by decoding compound words.” At the same time, lesson plans, such as the one for the story “Race Day,” explicitly include the objective, “Students will read and spell compound multisyllabic words.” The materials also offer “Additional Lessons: Compound Words” to support mastery through both informal and formal formative assessments. -The materials show strong alignment to TEKS by consistently addressing decoding, encoding, and fluency skills across diagnostic, formative, and summative assessments. For example, the diagnostic assessments focus on decoding multisyllabic words with affixes such as "un-" and "-ful," while the summative assessments evaluate a broader set of phonics and fluency skills. Decodable Sets 1–55 include checklists that track mastery of phonics and word knowledge skills, such as encoding and decoding, aligned with instruction on open and closed syllables. Set 3 in the summative assessment addresses TEKS 2.A.v and 2.A.xvi by measuring decoding of vowel teams and high-frequency words.
Evaluation for 2.1e
-The materials provide instructional assessments at varying levels of complexity through both summative and formative tools. Summative assessments include encoding tasks, where the teacher reads a word twice and students write it down, and decoding tasks, where students read real and nonsense words aloud. Phonics assessment checklists focus on foundational decoding skills such as reading multisyllabic words with prefixes and suffixes. The baseline assessment evaluates blending sound skills and fluency. -The materials include summative assessments that evaluate encoding and decoding skills, addressing varying levels of complexity. Summative assessments are organized into Part A: Encoding and Part B: Decoding, and are aligned with the TEKS. Additionally, Reading Workouts provide varied formative assessment opportunities, such as in Decodable Plus Set 7, where activities like “4 Steps,” “Root Word Trees,” “Charades,” and “Crosswords” help students engage with vocabulary at different complexity levels.
Evaluation for 2.2a
-The materials include a comprehensive system for scoring, interpreting, and responding to student assessment data, supporting both accuracy and instructional flexibility. The Summative Assessment Scoring Guide outlines the following criteria: one point is awarded for each correct response in encoding and decoding, with no partial credit. It also directs teachers to update the Phonics & Word Knowledge Checklist after each assessment to reflect mastery. Diagnostic tools, such as phonics graphs and baseline checklists, further help identify initial skill levels and inform small-group instruction based on student needs. -The materials offer diagnostic and progress monitoring tools that inform instruction over time. Baseline assessments, including phonics graphs and checklists, help determine students’ initial skill levels and guide the flexible grouping of students. The Mastery Measure Student Response tool tracks specific skills, such as decoding multisyllabic words with silent E syllables, allowing students multiple opportunities to demonstrate mastery. The Teacher’s Edition includes a weekly assessment plan—such as Phonics on Monday, Fluency on Wednesday, and Comprehension on Friday—and a “Next Steps: Actionable Instructional Strategies” guide that helps educators interpret data and adjust instruction accordingly.
Evaluation for 2.2b
-The materials provide a data-informed framework that allows teachers to track student performance, form flexible groups, and deliver targeted instruction based on assessment results. Tools such as the TEKS-aligned decoding and encoding checklists, as well as the Diagnostic Phonics & Word Knowledge Graph, allow educators to monitor mastery of specific skills.. Teachers use these tools to group students by learning needs and plan instruction accordingly, supported by clear scoring guidance for assessments like Oral Reading Fluency. -The materials include scaffolded lessons and instructional strategies that address specific skill gaps and are informed by ongoing assessment data. Resources such as “Next Steps: Actionable Instructional Strategies and Immediate Feedback and Error Correction Guide” equip teachers to respond to student needs both in planning and during instruction. For example, decodable lessons such as Set 53: Venus include phonics routines that align with identified gaps, ensuring instruction is responsive and focused. Instructional coach guidance further supports data collection and group planning, reinforcing a cohesive cycle of assessment-driven teaching and learning.
Evaluation for 2.2c
-The materials provide a comprehensive system for tracking student progress in phonics and word knowledge, featuring editable checklists, diagnostic tools, and self-monitoring resources. Teachers use tools like the “Student Response Chart” and the “Phonics & Word Knowledge Decoding & Encoding Checklist” to document individual and class performance across TEKS-aligned skills, such as decoding nonsense words or multisyllabic words with silent e. These charts, paired with diagnostic graphs, allow educators to monitor mastery, identify trends, and adjust instruction accordingly. -The materials encourage student engagement in their own learning through self-monitoring tools. The Self-Monitoring Checklist helps students track their performance and growth in an Excel table that includes skills, such as Multisyllabic Words with Closed, Open, and Silent-e Syllables, as well as R-Controlled vowels, Silent e, and Long e Vowel Teams. These resources promote student accountability, build independence in the learning process, and help them track their growth and mastery of skills.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
9 out of 9 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
9 out of 9 points
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
2 out of 2 points
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
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
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
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
104% (28 out of 27 points)
Evaluation for 3.1a
-The materials include explicit teacher guidance for differentiated instruction, scaffolded activities, and paired lessons that support students who have not yet reached proficiency on grade-level content and skills. Each lesson includes a differentiation section with links to resources such as Reading Workouts, which provide targeted strategies for decoding and comprehension challenges. For example, in the decodable text The Fort, a QR code links to a short video that reinforces decoding r-controlled multisyllabic words, and a printable Story Map graphic organizer supports comprehension. Lessons incorporate Turn and Talk routines, sentence stems, and structured phonics activities, such as Syllable Sorting and Word Hunts, to scaffold instruction and encourage student engagement with foundational skills. -The materials provide a comprehensive Differentiation Guide with scaffolded instructional strategies that support students who have not yet reached proficiency on grade-level content and skills. For fluency support, the guide recommends echo reading, choral reading, cloze reading, and partner reading. For decoding and encoding, teachers can utilize tools such as letter tiles, whiteboards, and sound boxes to reinforce phonics skills. Lesson plans follow a consistent structure that includes Phonics Review, Reading the Decodable, and Comprehension Extension Activities, each embedded with strategies tailored to varying proficiency levels. For instance, teachers model phrase-cued reading to help students improve pacing and expression. Additionally, paired lessons and Intermediate Reading Workouts target key skills, such as multisyllabic word recognition and morpheme analysis, ensuring that students who need additional practice receive appropriate support.
Evaluation for 3.1b
-The materials include embedded and pre-teaching supports to help students understand unfamiliar vocabulary and references in the text, including figurative language and academic terms. Each lesson plan features a Vocabulary section that prompts teachers to introduce key words using the Just Right Reader Vocabulary Routine or simple student-friendly definitions. For example, in the lesson Race Day, the teacher introduces key terms such as race, train, and prepare, using relatable explanations like, “When people want to run a race, they usually do exercises and practice to prepare their bodies.” Vocabulary words appear in a designated New Vocabulary section at the beginning of the decodable text, and teachers use the Just Right Reader Vocabulary Routine or simplified definitions to introduce the terms. Words such as adorn, platform, gather, and support are paired with illustrations to support comprehension. -The materials provide embedded support for comprehension through the Lesson Plan Internalization routine. This framework comprises four structured sections—Launch, See It, Name It, and Do It—which guide teachers in developing background knowledge and addressing common misconceptions. For example, the Name It section helps identify prior knowledge gaps and suggests using visual, linguistic, and kinesthetic supports to promote understanding. Lessons like Joy’s Garden incorporate academic vocabulary such as sprout and bloom, reinforced through illustrations and contextual explanations. Visuals embedded in each decodable book further enhance understanding by linking word meaning to imagery, supporting emergent bilinguals and all learners in accessing complex language and content.
Evaluation for 3.1c
-The materials include structured guidance for differentiated instruction and extension activities to support students who have demonstrated proficiency in grade-level content. Teachers receive direction through the Comprehension Extension Activities section, which includes opportunities for group discussions, Turn and Talk exercises, and written responses. For example, in the lesson Retreat at the Creek, students explore character motivations and challenges through structured Turn and Talk activities. The teacher asks, “What decision did the characters make at the creek, and why was it important?” and provides sentence stems like “The characters decided to ______ because ______,” to support students’ oral responses. The Lesson Plan Internalization tool also provides suggestions to extend instruction, such as removing scaffolds for proficient readers or creating new word application tasks. -The materials include the Differentiation Guide, which provides targeted strategies for students who meet or exceed expectations. It advises teachers to reduce the use of support tools, such as Elkonin boxes, and instead challenge students with more complex, grade-level texts. The materials enrich vocabulary development by encouraging students to explore Tier 2 and Tier 3 words through activities such as writing and illustrating definitions, as seen in Under the Sea. The Unit/Module Overview links specific Reading Workouts to learning objectives, enabling students to progress in areas such as fluency, morphemes, and comprehension. Overall, the materials actively promote high-level thinking, language development, and personalized learning paths for advanced learners.
Evaluation for 3.2a
-The materials provide teachers with clear and explicit prompts to model and explain key literacy concepts. Each lesson includes scripts that guide teachers in introducing phonics concepts, such as syllable division and decoding multisyllabic words. For example, in the lesson “Nighttime Skies,” the teacher says, “Today, we will read and spell multisyllabic words with the vowel teams ie and igh,'” and proceeds to model with the word “sunlight,” breaking it into syllables and blending them aloud. These direct prompts help make teacher modeling consistent and effective across lessons. -The materials include structured opportunities for guided practice to support the teacher. Teachers receive support through questioning strategies, sentence stems, and error correction prompts. For instance, in the Immediate Feedback section, the teacher might say, “Try reading these words as a group instead of one at a time. I’ll show you.” Additionally, Turn and Talk routines encourage students to explain their thinking, while vocabulary and writing prompts include frames like, “Dakota and Mika said it was ____. I think they said it was ____ because ____.” These embedded supports ensure that teachers can deliver instruction confidently and students can internalize the concepts with scaffolded practice.
Evaluation for 3.2b
-The materials provide comprehensive teacher guidance and recommendations for delivering lessons using a variety of instructional approaches. Each lesson incorporates strategies such as Turn and Talk, Think/Pair/Share, graphic organizers, and structured discussions to promote active engagement. For example, in the lesson Rachel’s Vote, students participate in Turn and Talk to discuss their opinions and use text evidence to support their thinking. The teacher prompts with a question like: “Why do you think Rachel decided to speak up?” and provides an optional sentence stem: “I think Rachel spoke up because ______.” The lesson also includes a Topic Bubble graphic organizer accessible via a QR code in the Teacher Resources box to help students identify main ideas or key details, either independently or collaboratively. The Reading Workouts link offers additional strategies, including Reader’s Theatre, Summary Relays, and Theme Boards, which teachers can implement during direct instruction or guided practice. -The materials support a gradual release model that includes teacher modeling, guided practice, and recommendations for effective lesson delivery. Each lesson follows a structured sequence: Phonics Review, Reading the Decodable, Comprehension Extension Activities, and Differentiation, all embedded with prompts and scaffolds to accommodate varied learning levels. For instance, in Baseball with Grandfather, the lesson incorporates structured group discussions and oral-to-written response routines. Additional lesson plans recommend using visual supports and sentence stems to aid in abstract understanding, as seen in The Puzzle, where students explain character actions using phrases like “I think ___ ate the waffles because ___.” These instructional routines facilitate and support differentiated, student-centered learning.
Evaluation for 3.2c
-The materials support multiple types of practice through structured lesson plans and explicit teacher guidance. Each decodable text lesson includes labeled components such as Guided Practice, Turn and Talk, Independent Reading, and Group Discussion. These components are paired with scripted prompts and sentence stems to help teachers implement lessons in whole-group, small-group, or partner settings. For instance, in the lesson Rachel’s Vote, students begin with teacher-led decoding and comprehension, then engage in a Turn and Talk activity using the prompt: “Why do you think Rachel decided to speak up?” followed by an independent written reflection. The lesson plan indicates when to shift between formats, helping teachers manage transitions and maintain instructional flow. -The materials provide instructional tools for teachers and recommended structures and strategies. For instance, the “Reading Workouts” menu suggests weekly phonics-aligned activities, including Partner Reading, Word Building, and Summary Relay. These strategies address various learning modalities and instructional goals. For example, In The Puzzle, students practice decoding and comprehension in a structured sequence: whole-group instruction, guided practice, and then an individual Turn and Talk followed by writing using the prompt, “I think ___ ate the waffles because ___.” . Lesson components, such as Comprehension Extension Activities and Immediate Feedback, support collaborative learning and differentiated instruction. An implementation guide and unit overview further support teachers by outlining weekly structures and grouping recommendations to ensure effective lesson delivery across diverse classroom contexts.
Evaluation for 3.3a
-The materials provide comprehensive teacher guidance on delivering linguistic accommodations that align with the English Language Proficiency Standards (ELPS). The “Emergent Bilingual Support Guide” provides linguistic accommodation strategies for each level of language proficiency: Beginner, Intermediate, Advanced, and Advanced High. For example, for Beginners, the guide recommends using gestures, visuals, and realia to support comprehension, while Intermediate students benefit from graphic organizers and story maps. At more advanced levels, the materials encourage the development of academic vocabulary through contextual clues and promote oral presentation and note-taking skills. Each proficiency level includes specific strategies to foster engagement in academic language and scaffold student growth. -The materials include ELPS-aligned instructional activities across listening, speaking, reading, and writing domains. For instance, “Paraphrasing Pairs” prompts students to rephrase a partner’s ideas using sentence stems, supporting oral language development. In listening tasks, students complete fill-in-the-blank worksheets while the teacher reads aloud, reinforcing comprehension and vocabulary. For reading, repeated read-alouds with predictable patterns help students internalize structure and language. Writing strategies such as shared writing, labeled illustrations, and paragraph frames support emergent bilinguals at all stages. These accommodations equip teachers with practical, linguistically responsive tools that build students' academic language proficiency in a structured and meaningful way.
Evaluation for 3.3b
-The materials provide implementation guidance to support teachers in effectively using them with the state-approved bilingual and ESL programs. The Teacher Edition includes an “Emergent Bilingual Support Guide” that features a dedicated section titled “Implementation Guidance for English as a Second Language (ESL) Program.” This section outlines instructional strategies that align with ESL program goals, including the incorporation of multisensory activities, contextualized vocabulary instruction, and the integration of content area learning. For example, the guide recommends strategies such as teaching vocabulary within the context of decodable texts, reinforcing learning through visual supports, and providing repeated exposure to target words. -The materials provide teachers with specific tools to promote language development and academic vocabulary acquisition across all proficiency levels. The materials outline accommodations by proficiency level—Beginner, Intermediate, Advanced, and Advanced High and provide strategies such as sentence frames, vocabulary matching, and manipulatives for phonics practice. Additionally, the implementation guide includes suggestions for using initial assessments and decodable reader books with ESL objectives. The embedded videos in the decodable books further support instruction by visually reinforcing learning objectives, strengthening the home-to-school connection, and enhancing student comprehension and retention.
Evaluation for 3.3c
-The materials include embedded guidance that supports teachers in developing the academic vocabulary, comprehension, and background knowledge of emergent bilingual students through oral discourse. The Emergent Bilingual Support Guide provides strategies, including visual aids, open-ended questioning, and real-world examples, to reinforce vocabulary and enhance comprehension. For instance, Think-Pair-Share and oral summaries encourage students to share ideas verbally, while sentence stems and anchor charts scaffold academic conversations. The guide also emphasizes cross-curricular oral discourse, prompting teachers to explicitly identify connections across subjects, such as science or social studies, to enhance critical thinking and vocabulary use. Strategies such as structured oral presentations and read-alouds further help students engage in meaningful, content-rich discussions that promote academic language development. -The materials include embedded supports to help teachers guide written discourse that builds academic vocabulary and strengthens cross-linguistic connections of emergent bilingual students. The Emergent Bilingual Support Guide recommends shared writing, labeling visuals, and using word banks to support vocabulary acquisition. For comprehension and idea development, it suggests activities such as Paragraph Frames, Sharing the Pen, and “Talk Long, Write Long,” where students first verbalize their thoughts with peers before writing them. To reinforce cross-linguistic connections, the guide instructs teachers to use explicit comparisons between English and students' home languages. Tips include encouraging writing prompts that require cross-curricular thinking, integrating content vocabulary from multiple subjects, and allowing native language use for clarification. Cognate reviews and scaffolded sentence frames in lessons support these strategies, helping students transfer knowledge across languages while developing fluency and content mastery.
Evaluation for 3.3d
-The materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language in a Dual Language Immersion program. The Emergent Bilingual Support Guide provides strategies for fostering cross-linguistic awareness, including identifying cognates, comparing grammatical structures, and utilizing familiar content to bridge the understanding gap. For example, the guide encourages educators to promote oral discourse, where students reflect on the similarities and differences between English and the partner language, to deepen their linguistic understanding. -The materials include guidance to support metalinguistic transfer from English to the partner language. Teachers receive suggestions to use shared writing, sentence frames, and word banks to help students connect written structures across languages. Activities such as metalinguistic journaling and structured class discussions help students recognize how English vocabulary or phonics patterns relate to the partner language. For instance, students may reflect on similarities in syntax or spelling when composing in the partner language.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
3 out of 3 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
3 out of 3 points
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
2 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
4 out of 4 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
4 out of 4 points
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
2 out of 2 points
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
3 out of 3 points
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher 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 teacher 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.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher 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.
2 out of 2 points
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
3.3d
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 scored
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
1 out of 0 points
Rubric Section 4
Learning Quality
Total
100% (31 out of 31 points)
Evaluation for 4.1a
-The materials provide systematic and sequenced instruction of phonics (sound-symbol correspondence) skills through routines that support both decoding and encoding. Each lesson follows a structured sequence: Review Phonics Skill (Decoding), Phonics Skill Practice (Decoding), Review Phonics Skill (Encoding), Phonics Skill Practice (Encoding), and High-Frequency Word Review. For instance, in the lesson Joy’s Garden, the teacher introduces diphthongs oi and oy by saying, “Today, we will read and spell multisyllabic words with the diphthongs oi and oy, remember, a diphthong is two letters combined to spell a vowel sound where one sound slides into the other. ” linking prior knowledge to new instruction and modeling how students should decode these patterns. Lessons follow a sequence of skills that increase in complexity from foundational phonics to more advanced structures such as vowel teams, diphthongs, trigraphs, r-controlled vowels, and affixes. This routine is consistently applied across lessons and reinforced in decodable texts -The materials follow a sequenced progression of phonics instruction that builds in complexity across the program’s eight instructional sets. The scope and sequence begin with short vowels and consonant blends, gradually advancing to multisyllabic words, diphthongs, and morphological patterns, such as prefixes and suffixes. For example, Set 1 begins with foundational skills in Fossil at the Cove, Set 4 focuses on vowel teams, and Set 8 teaches final stable syllables in The Puzzle. High-Interest Sets 51–55 continue this sequence by revisiting and expanding on skills like affixation and compound words. Each decodable lesson scaffolds learning by beginning with isolated skill practice, followed by vocabulary development, and the application of connected text.
Evaluation for 4.1b
-The materials provide explicit instruction and ongoing practice opportunities for phonics, both in isolation and through decodable texts. Each lesson begins with teacher-guided activities that include scripts and modeling strategies to teach phonics concepts directly. For example, in Set 3, the “Nighttime Skies” lesson introduces vowel teams, ie, and igh, with the script, “Today, we will read and spell multisyllabic words with the vowel teams ie and igh… these spell the long vowel sound /ī/.” Students then apply this skill in isolation through decoding practice, such as reading the word highway using a syllable division strategy. The materials provide structured routines such as guided choral reading, partner reading, or independent whisper reading to ensure students receive continued, scaffolded practice. -The materials include phonics instruction through decodable texts to support and reinforce skills in context. For example, in the lesson “Rachel’s Vote,” the teacher revisits the silent-e pattern and prompts students to apply that knowledge to multisyllabic words. During the Reading the Decodable section, the teacher guides the class with explicit direction: “As we read, we will sound out any words we don’t know, read with expression, and pause at punctuation.” Students continue with independent practice using their syllable division strategies, and the teacher provides immediate feedback using structured guidance from the lesson plan. Additional activities, such as those focusing on compound words and VCV syllable division, reinforce skills in both isolated word work and connected reading, allowing students to transfer phonics knowledge fluidly between decoding and encoding tasks.
Evaluation for 4.2a
-The materials include daily lessons with explicit phonics instruction with teacher modeling. Each lesson provides clear, structured guidance to help teachers demonstrate phonics skills in a step-by-step approach. For example, in the lesson for The Missing Jewel, the objective focuses on vowel team syllables with ew, ue, and ui. The teacher says, “Show the word fondue. Watch as I break this word into syllables to read it… I see the vowel 'o' and the vowel team 'ue', so this word has two syllables… Next, I read each syllable: fon - due. Finally, I blend the syllables to read the word: fondue.” This modeling supports students in understanding both the structure and pronunciation of multisyllabic words. Additional lessons, such as Vowel Team Syllables in Multisyllabic Words, follow a similar routine, providing consistent and direct instruction aligned with daily phonics objectives. -The materials provide explicit instruction through modeling across decodable sets. In Decodable Set Plus 1, the teacher models how to decode a word with a silent e: “I see the silent e in the second syllable, so I know that vowel sound is long… Finally, I blend the syllables to read the word: postpone.” In High-Interest Set 51, the teacher explains how prefixes affect word meaning: “The prefix bi means two, like in bicycle… tri means three, like in triangular.” These examples illustrate how the materials guide teachers to model decoding strategies, word analysis, and comprehension, providing students with repeated exposure to phonics concepts before they practice independently.
Evaluation for 4.2b
-The materials include daily lessons that offer explicit guided instruction with structured opportunities for immediate and corrective feedback. Each lesson incorporates scripted language for teachers to model phonics skills and guide students through decoding and encoding activities. For example, in the text “The Missing Jewel,” the teacher models encoding multisyllabic words with vowel teams by saying, “Now let’s spell some multisyllabic words with the vowel teams ew, ue, and ui. Watch as I spell rescue. First, I clap the syllables: res – cue.” The teacher then models segmenting and spelling each syllable while explaining how vowel teams function in word construction. Students not only hear how to decode and encode but also observe each step in real time with clear verbal cues. -The materials in daily lessons include structured feedback routines to support accurate phonics practice. Each decodable text lesson includes an Immediate Feedback & Error Correction guide with targeted prompts for addressing common reading errors. For example, if a student reads word-by-word, the teacher says, “Try reading these words as a group instead of one at a time. I’ll show you.” In Set 6: Roy and Joy Go to Market, the lesson includes a dedicated section for feedback strategies and references a broader Feedback and Error Correction Guide for expanded support.
Evaluation for 4.2c
-The materials include daily lessons that provide a variety of opportunities for students to practice phonics skills through collaborative learning. For example, in the lesson The Missing Jewel, students participate in a group discussion to answer the question, “Why did Rue ask Lana for her help?” and engage in a structured Turn and Talk activity to explain how Lana helped Rue, using sentence frames such as “First, Lana _____. Then, she _____. Finally, _____.” These structured peer interactions promote oral language development and comprehension while reinforcing phonics-based decoding within context. Similarly, in Roy and Joy Go to Market, students collaborate during the Comprehension Extension Activities section, where they engage in group discussions, Turn and Talk routines, and support written responses, using sentence stems to organize their ideas and apply previously taught phonics knowledge to connected text. -The materials provide daily opportunities for students to independently practice phonics skills through decoding, encoding, and fluency tasks. For example, in the lesson Baseball with Grandfather, students apply phonics knowledge during the Independent Reading section by reading a decodable text and using syllable division strategies to decode multisyllabic words. The lesson also includes individual spelling practice during the Phonics Skill Practice (Encoding) portion, where students spell target words aligned with the phonics focus. In the High Frequency Word Review, students practice reading words chorally, independently, or with a partner, supporting fluency and automaticity. Students consistently engage with phonics instruction across multiple modalities and apply their learning both collaboratively and independently.
Evaluation for 4.3a
-The materials include intentional cumulative phonics review throughout the curriculum by integrating previously taught skills into daily lessons and decodable texts. Each Decodable Plus book highlights focus skill words, high-frequency words (HFW), and previously introduced phonics skills. For example, in the text Rachel’s Vote, of the 45 total words, 11 target the current phonics skill, 14 are previous HFW, and 15 reinforce earlier phonics skills. The left page of each book clearly labels these categories to support instructional focus. The pacing guide outlines a consistent cumulative review cycle every three weeks, such as introducing Silent e syllables in Weeks 1 and 2, followed by a cumulative review in Week 3. -The materials provide cumulative phonics practice activities through decoding and encoding tasks across multiple text sets and supplemental resources. For instance, students first encounter compound words in Decodable Plus Set 7: Race Day, where they decode multisyllabic compound words using syllable division strategies. They extend this learning using Activity Sheet #1 from the Third Grade Additional Resources, where they highlight compound words and identify their smaller parts. Similarly, the program introduces R-controlled vowels in Decodable Plus Set 2 and revisits them later in R-Controlled Syllables in Multisyllabic Words under the Additional Resources section. In High-Interest Sets Wading Birds, students continue to practice new and previously taught patterns, including morphology.
Evaluation for 4.3b
-The materials provide practice opportunities that focus exclusively on phonics skills that have been explicitly taught. For example, in the lesson Rachel’s Vote, students learn to read and spell multisyllabic words with silent "e" syllables. In the Skill Practice section, they decode words using the silent e pattern and extend learning by writing three additional silent e words not found in the text. The encoding activity prompts students to spell words like lunchtime one syllable at a time, reinforcing the target phonics skill through guided practice. Each decodable lesson begins with a review of the specific phonics skill, supporting students in applying only what they have been taught. -The materials maintain practice opportunities that include only phonics skills that have been explicitly taught across its scope and sequence. For instance, in Set 7, students receive instruction on compound words and then apply that knowledge using words like breathtaking and unmatched in decoding and vocabulary practice. Similarly, Set 2 introduces r-controlled syllables, which are later revisited for further practice in Set 51, ensuring continuity and reinforcement of explicitly taught content. In a consonant-le syllable lesson, the teacher explains, “This syllable appears at the end of a word… we separate the word into syllables right before the consonant-le.” Students then apply the concept in decoding and encoding activities, such as spelling maple. Each decodable text incorporates focus skill words, maintaining consistency in phonics practice and ensuring that students engage only with previously introduced concepts and skills.
Evaluation for 4.3c
-The materials include cumulative practice of taught phonics skills by incorporating them consistently across decodable texts. Each text targets a newly introduced phonics concept while simultaneously reinforcing previously taught patterns. For example, in Rachel’s Vote, the lesson focuses on silent e syllables, and students decode and spell multisyllabic words using that pattern. The book supports this instruction by including skill-specific word lists such as “Skill Words with One Syllable” and “Skill Words with More Than One Syllable,” which reinforce decoding strategies in a structured context. In The Fort, students learn r-controlled syllables, but the text also integrates review of earlier skills like the silent e, as seen in the sentence, “Yikes! she said. Those thorns are dangerous!” This combination of new and previously taught skills within a single decodable text promotes cumulative learning. -The materials provide cumulative practice of taught phonic skills across multiple sets, including High-Interest Sets and Additional Lessons. For example, Set 52 introduces prefixes and suffixes while incorporating compound words from Sets 7 and 51, providing students with layered practice of skills across time. Similarly, Set 5, which focuses on diphthongs oi and oy, also includes multisyllabic words like destroy and rejoice, and r-controlled vowels such as yard and are, reinforcing a variety of earlier-taught phonics structures. In Ginger’s Homework, the focus on r-controlled vowels is supported with words like dinner, folder, and after. Each decodable text isdesigned to reflect the targeted phonics skill while providing ongoing exposure to prior concepts, ensuring cumulative and coherent phonics instruction throughout the curriculum.
Evaluation for 4.3d
-The materials include lessons with a clear instructional focus and provide structured opportunities for students to practice phonics skills in isolation. Each lesson begins with teacher modeling that explicitly introduces the phonics concept before connecting it to a text. For example, in The Missing Jewel, the teacher states, “Today, we will read and spell multisyllabic words with the vowel teams ew, ue, and ui,” and then models decoding the word fondue using syllable division. The teacher walks through identifying vowel teams, dividing the word, and blending syllables. Students then apply the same steps to decode additional words. Similarly, in the lesson Retreat at the Creek, students isolate and decode words with long e vowel teams such as weekend and retreat, following modeled steps and using targeted word lists for decoding and encoding practice. -The materials provide consistent opportunities for students to apply phonics skills in decodable, connected text. For example, in the decodable text Ginger’s Homework, which targets r-controlled syllables, students read multisyllabic words such as folder, Ginger, and after that align with the lesson’s instructional focus. The text supports the phonics instruction by incorporating multiple opportunities to decode r-controlled words in authentic sentences. Before reading, students practice blending drills with r-controlled syllables, and after reading, they revisit target words to reinforce decoding accuracy.
Evaluation for 4.4a
-The materials include developmentally appropriate assessment tools designed to measure student progress through diagnostic, formative, and summative assessments. Summative assessments include a phonics progression—from Silent E and R-Controlled vowels to Vowel Teams and Diphthongs—and assess both decoding and encoding skills. For instance, in the story "Joy’s Garden," students encounter diphthongs like "oi" and "oy" in words such as "avoid" and "overjoyed," while the assessment includes encoding tasks with words like “noisy” and “destroyed.” Similarly, Set 7’s summative assessment, tied to the story "Baseball with Grandfather" evaluates compound multisyllabic words such as milkshake and brainstorm, reflecting a meaningful increase in task complexity that remains accessible for third graders. -The materials also include formal and informal formative assessments embedded in daily instruction. For example, the lesson “Out of Thin Air” from Decodable Plus Set 6 targets the learning objective “Students will read and spell multisyllabic words with the multiple sounds of ough.” Teachers use the Immediate Feedback & Error Correction section and the Reading Observation Form, as noted in Figure 2.2, to monitor student progress in real-time. A Differentiation Guide supports instructional flexibility by enabling educators to add or remove scaffolds based on the individual needs of students, including those of multilingual learners. Additionally, the Baseline Assessment Sheet evaluates core skills such as phonics, fluency, and comprehension, while other summative sets (e.g., Sets 3 and 4) assess specific vowel team patterns, ensuring a robust evaluation of foundational literacy development.
Evaluation for 4.4b
-The materials include a TEKS-aligned progress monitoring that systematically tracks students' development of grade-level phonics skills. The Mastery Measure Guide assesses phonics development in a structured sequence, beginning with multisyllabic words containing closed syllables and progressing through open syllables to silent E syllables. These assessments are closely aligned with the TEKS, and incorporate evidence-based practices, including systematic phonics instruction, phonemic awareness, fluency, vocabulary development, and comprehension. For example, the Progress Monitoring Appendix offers word lists such as “vebkin,” “danpit,” and “lunfid” to assess decoding of multisyllabic words with various syllable types. -The Progress Monitoring Guide also includes tools like the Phonics & Word Knowledge Decoding/Encoding Checklist (3G), which allows teachers to track student mastery across targeted phonics skills, such as vowel teams, prefixes, suffixes, and multisyllabic words. Additionally, the oral fluency tracker helps educators monitor students' reading fluency over time. A Weekly Monitoring Protocol provides step-by-step guidance to assess decoding and encoding skills, particularly those involving multisyllabic words and affixes. These features offer teachers accurate, ongoing data to inform instruction and differentiate support based on student performance.
Evaluation for 4.4c
- The materials provide consistent and structured assessment opportunities that span the entire school year. Teachers can administer progress monitoring tools, such as the Phonics Knowledge and Fluency Skills Checklist, Diagnostic (Phonics and Word Knowledge) Graph, and Phonics and Word Knowledge Skills Checklist (3G), on a bi-weekly, weekly, or twice-weekly basis, depending on the student's needs. These tools assess recurring skills through ten aligned probes designed to support ongoing data collection. Additionally, the Third Grade Assessment Timetable provides a clear schedule and frequency for assessments throughout the year, enabling educators to track progress and adjust instruction accordingly. -The assessments are integrated into the school year through screeners and diagnostics administered at the beginning, middle, and end of the year. Beginning-of-year screeners establish a baseline, while mid-year assessments, such as fluency checks and running records, monitor growth. End-of-year assessments and review activities provide final data on student mastery. Appendix E provides a library of individual decodable lessons that include checks for understanding, aligned with progress monitoring tools, to reinforce the retention of phonics skills. Figure 2.3: The Third Grade Assessment Timetable provides educators with a clear overview of the scheduling and frequency of each assessment. The materials suggest using formative and summative assessments are used intentionally to guide instruction and document student progress throughout the academic year.
Evaluation for 4.5a
-The materials include a data-driven system that supports flexible grouping, targeted instruction, and progress monitoring based on student performance in phonics and fluency. Teachers use visual graph reports from diagnostic assessments to group students by their most complex, unmet skill, such as Closed Syllables, silent e, or R-controlled vowels, ensuring instruction is focused and responsive. Fluency probes and scoring guides help identify common reading challenges, such as skipping or misordering words, guiding teachers in adjusting small-group instruction effectively. The materials include diagnostic reports, oral fluency trackers, and structured lessons that target specific skill gaps to support further learning. While checklists track mastery by recording dates, tools like the Differentiation Guide provide instructional strategies—such as Elkonin boxes—to help students who are struggling. The materials also include scoring responses and fluency probe examples that help identify specific reading challenges, such as skipping or switching words, incorrectly blending phonemes, or unnecessary repetition.
Evaluation for 4.5b
-The materials provide a comprehensive data-management system that enables teachers to track and respond to student progress in phonics through TEKS-aligned tools and visual performance reports. Editable charts, such as the Decoding/Encoding Checklist and the Diagnostic Phonics and Word Knowledge Graph, allow teachers to document mastery of specific skills—such as closed and open syllables or silent 'e' in multisyllabic words—by recording student names and marking the dates of mastery. These tools help identify students’ learning gaps, support flexible grouping, and reveal class-wide trends. -To guide instructional responses, the materials include resources such as the Small Group Reading Observation Form and the 3rd Grade Progress Monitoring and Instructional Guidance sheet, which offer space for skill-specific notes and provide actionable teaching strategies. Teachers also use tools like the Summative Assessment Class Score Graph to analyze class averages by assessment set, further informing instruction and reteaching. Together, these tools provide a system that supports targeted, skill-based instruction.
Evaluation for 4.5c
-The materials include a structured progress monitoring system that aligns assessment frequency with student performance levels, enabling targeted and responsive instruction. Teachers receive guidance on how often to assess students based on their mastery: twice weekly for those scoring below 60%, weekly for those scoring 61–80%, and biweekly for those scoring 81–91%. Detailed timetables in resources such as Figure 2.3 and Appendix B support this system, which draws on data from Decodable Plus Sets 1–8 and HI Sets 51–55. To prevent cognitive overload, the program recommends assessing one skill per week. Mastery Measures further personalizes the monitoring schedule across 5-, 10-, or 20-week intervals, depending on the student's needs. -The materials provide a consistent weekly progress monitoring routine to track decoding, fluency, and comprehension. A step-by-step guide in the Teacher Edition organizes assessments across the week—Phonics on Mondays, Fluency on Wednesdays, and Comprehension on Fridays—allowing timely instructional adjustments. Tools such as the Progress Monitoring Instructional Guide and skill-specific trackers help teachers monitor development in areas such as decoding multisyllabic words. This ongoing data collection supports dynamic small-group regrouping throughout the curriculum.
Evaluation for 4.5d
-The materials provide a responsive, data-driven instructional framework that supports both remediation and acceleration through targeted strategies and real-time interventions. Teachers use tools such as the Next Steps: Actionable Instructional Strategies to tailor instruction based on phonics skill gaps, incorporating multisensory techniques, word building, and fluency practice. For students ready to advance, the materials offer acceleration strategies such as chunking multisyllabic words, affix sorting, and explicit instruction in complex syllable types. These strategies are reinforced through systematic guides that align with progress monitoring data and lesson objectives. -The materials include an Accelerated Learning tool and a Differentiation Guide that utilize progress monitoring data to tailor instruction to meet individual student needs. Teachers implement explicit modeling for decoding multisyllabic words and teaching morphological structures, covering all major syllable types, including closed, open, silent 'e', and diphthongs. The Differentiation Guide provides a progression of support strategies, ranging from most intensive to least intensive, and includes guidance on addressing the linguistic needs of diverse learners. These tools provide structured pathways for adjusting instruction based on student performance and linguistic needs.
4.1 Phonics Rule Compliance
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
Evaluation for 4.3b
Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
Evaluation for 4.3d
Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
4.4 Assessment
4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Evaluation for 4.4a
Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
4.5 Progress Monitoring and Student Support
4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
Evaluation for 4.5a
Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Evaluation for 4.5d
Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Rubric Section 5
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
113% (107 out of 95 points)
Evaluation for 5.B.1a
-The materials provide explicit and systematic instructional guidance to develop oral language through a variety of structured methods, including modeling, guided practice, and feedback. Lessons consistently incorporate sentence frames, vocabulary routines, and discussion questions that help students produce complete and coherent oral responses. For example, in Crocodiles and Alligators, students compare the two animals using a graphic organizer and sentence frames such as, “Crocodiles and alligators are similar because ___.” At the same time, the teacher monitors progress and offers feedback. In Ginger’s Homework, students participate in structured group discussions using prompts like, “I think Ginger will find her computer project ___ because ___.” These tasks support and guide students in making pertinent comments and speaking coherently, using the conventions of oral language. -The materials provide explicit and systematic instructional guidance to develop oracy through a variety of structured methods, including modeling, guided practice, and feedback. In the lesson, The Missing Jewel, students respond to the prompt, “Why did Rue ask Lana for her help?” using the sentence frame, “Rue asked for help because ___.” During guided practice, the teacher reads aloud with expression and pauses at punctuation to model fluency and phrasing, thereby helping students communicate their ideas effectively. Lessons like Kaitlyn’s Birthday include Turn and Talk prompts such as, “How is this story similar to another story you’ve read?” with structured responses that reinforce thoughtful discourse. Graphic organizers included in The Planet Series: Neptune, help students organize ideas for deeper discussions, while teachers provide coaching and feedback to refine communication skills. These approaches allow students to actively develop oracy through authentic, scaffolded practice aligned with grade-level expectations.
Evaluation for 5.B.1b
-The materials provide opportunities for students to engage in social communication for different purposes and audiences by encouraging personal reflection, peer interaction, and dialogue. For example, in the lesson Maya and Kara Visit the Farmhouse, students participate in a Turn and Talk to answer, “What do you think Maya and Kara will do next? Why?” using the sentence frame, “I think Maya and Kara will ___ because ___.” This activity invites students to express predictions and opinions in a conversational setting. In Baseball with Grandfather, students discuss how Gracelynn’s grandfather feels about baseball and share how the characters might have won stadium tickets. -The materials include explicit opportunities for students to engage in academic communication for different purposes and audiences by using structured prompts, sentence frames, and content-specific vocabulary to respond to text-based questions. In the lesson Joy’s Garden, students use the sentence frame “Joy demonstrated responsibility by ___” to explain character traits with academic precision. In Not Just Lunch, they analyze Myrtle’s motivations using frames like “Myrtle wanted to bring lunch from home because ___,” and recount events in sequence: “First, Myrtle found ___. Then, she found ___. Finally, ___.” These tasks prompt students to use academic vocabulary such as puzzled and trickle. In Race Day, students explain plot events in context, while in science-focused lessons, they compare ecosystems by responding to questions like, “How are tropical and temperate rainforests similar? How are they different?” Through these varied formats—oral discussion, group tasks, and written responses—students learn to communicate clearly and appropriately in academic settings.
Evaluation for 5.B.1c
-The materials provide authentic opportunities for students to listen actively, engage in structured discussions, and share ideas to enhance comprehension. Each decodable text lesson includes components such as Turn and Talk, Written Response to Reading, and Think/Pair/Share that guide students to reflect on and discuss key ideas. For example, after reading “Rachel’s Vote,” students respond to the question, “How do you think participating in the class election will help Rachel become a good citizen?” using text evidence. Similarly, in “Brook’s Books,” students write about how they would cope with a gloomy mood, encouraging personal reflection and connection to the text. These strategies allow students not only to engage with the content but also to internalize and apply key language skills across contexts. -The materials include authentic opportunities for students to listen actively, engage in structured discussions, and share ideas to enhance comprehension. In “Rainforests,” the teacher introduces text structure and vocabulary before reading and poses comparison questions during reading that prompt students to listen for key details. In “The Missing Jewel,” students ask their peers how the character helped resolve the problem, promoting inquiry and interaction. Lessons such as “Joe and Marlow at Camp” and “Paul is an Author” feature group and partner discussions centered on meaningful comprehension questions, reinforcing students' ability to build on others' ideas and articulate their thinking. The Intermediate Reading Workouts offer additional strategies such as Think/Pair/Share and vocabulary games like Charades, which support student comprehension through movement, peer interaction, and active engagement with language.
Evaluation for 5.C.1a
Evaluation for 5.C.1b
Evaluation for 5.C.1c
Evaluation for 5.C.1d
Evaluation for 5.C.2a
-The materials explicitly introduce letter-sound relationships to allow for immediate application to basic decoding and encoding. Each lesson includes step-by-step teacher modeling and clear explanations of how phonics patterns work in both reading and spelling. For example, in Paul is an Author, the teacher explicitly teaches that the vowel teams au, aw, and augh spell the /aw/ sound. Students then decode the word astronaut by identifying and underlining the vowel teams and dividing the word into syllables before blending them. The lesson then transitions to encoding as the teacher models how to spell multisyllabic words with the same vowel patterns, such as daughter, by clapping syllables and writing one syllable at a time. These instructional routines give students immediate opportunities to apply phonics knowledge to both decoding and encoding. -The materials systematically introduce letter-sound relationships in a deliberate sequence that builds upon previously taught skills, providing cumulative and structured learning of basic decoding and encoding. The Scope and Sequence Overview outlines how students begin with foundational syllable types, such as closed and open syllables, and progress to more advanced structures, including silent-e, vowel teams, and r-controlled syllables. For example, in Brook’s Books, students decode the word bedroom by clapping syllables, identifying the vowel team oo, and applying their knowledge to read the word accurately. The lesson then extends to encoding, where students use the same process to spell cookbook and other multisyllabic words with oo. This systematic approach ensures students revisit and reinforce prior knowledge while gradually applying it to increasingly complex words in both reading and writing.
Evaluation for 5.C.2b
-The materials include teacher guidance to provide explicit instruction focused on connecting phonemes to letters within words, with recommended explanatory feedback for students based on common errors. Each decodable lesson includes an Immediate Feedback & Error Correction guide to help teachers address errors as they occur during decoding or encoding tasks. For example, when a student reads cap instead of cape, the teacher follows a script: “That was close! You read the short vowel sound /a/ for this letter. There is a silent e at the end of this word. That silent e makes the vowel spell its long sound, /ā/. Make the long vowel sound, /ā/. What sound does this letter spell? Great, let’s try again!” Teachers also use visual and auditory cues to clarify errors, such as directing students to look at their mouths in a mirror to compare correct articulation. These targeted corrections allow students to receive immediate feedback that directly supports accurate decoding and encoding. -The materials provide explicit teacher guidance to address common misconceptions related to phoneme-grapheme correspondence within words, with recommended explanatory feedback for students. For instance, if a student confuses voiced and unvoiced consonants—such as reading fan for van—the teacher is guided to say: “That was close! You read the sound /f/ for this letter. This letter spells the /v/ sound. Make the /v/ sound as you feel your throat. We feel a vibration when we make the /v/ sound.” Similarly, the guide addresses misconceptions involving r-controlled vowels, such as fram for farm, by prompting teachers to explain how the r affects the vowel sound. These scripted supports help clarify misunderstandings by prompting students to reflect on sound-symbol patterns, encouraging them to articulate and apply accurate phonics rules during reading and spelling tasks.
Evaluation for 5.C.2c
-The materials include a variety of activities and resources for students to develop, practice, and reinforce their understanding of applying letter-sound correspondence to decode one-syllable and multisyllabic words in isolation. The Differentiation Guide provides structured supports such as Elkonin boxes with letter tiles and tapping routines. For example, students use sound boxes to push chips or finger-tap each phoneme before spelling a word, reinforcing phoneme-grapheme connections. Teachers guide students to spell each syllable on a separate line, enabling them to visually and kinesthetically process multisyllabic words. Lessons also include targeted routines for decoding complex syllable types like r-controlled vowels and silent-e syllables, using tools such as whiteboards and visual aids for syllable division and spelling practice. -The materials provide multiple opportunities for students to apply letter-sound correspondence when decoding one-syllable and multisyllabic words in decodable connected text. For example, in the lesson for Nighttime Skies, the teacher models reading and spelling multisyllabic words with vowel teams ie and igh, explaining how these teams spell the long /ī/ sound. Students then practice decoding words such as flight and skies within the context of the story. Similarly, in Kaitlyn’s Birthday, the teacher demonstrates how to decode and blend the syllables in railway using vowel teams ai and ay. Students continue practicing these patterns as they encounter them repeatedly in connected text, supported by high-frequency word lists and cumulative review embedded in the pacing guide.
Evaluation for 5.D.1a
Evaluation for 5.D.1b
Evaluation for 5.D.1c
Evaluation for 5.D.2a
Evaluation for 5.D.2b
Evaluation for 5.D.2c
Evaluation for 5.D.2d
Evaluation for 5.E.1a
-The materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. The Third Grade Phonics Program Pacing Guide presents a sequenced progression, beginning with Silent e Syllables (Weeks 1–2), advancing through R-Controlled Syllables (Weeks 4–5), and continuing with Vowel Teams and Compound Words (Weeks 7–20). For example, in the lesson “Rachel’s Vote,” students spell and decode both single-syllable words, such as “vote” and “make,” as well as multisyllabic words, like “propose” and “candidates,” reinforcing spelling and decoding in context. Additional lesson plans focus on specific syllable types and provide explicit modeling of these structures. This systematic approach supports mastery of decoding across increasingly complex spelling and phonic concepts. -The materials provide a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. Each lesson builds on previously taught patterns and aligns with grade-level TEKS by revisiting and reinforcing skills in a structured progression. For example, “Roy and Joy Go to the Market” introduces the “eigh” spelling pattern before progressing to words with “ough.” In “Maya and Kara Visit the Farmhouse,” the lesson guides students through decoding the word flower by identifying diphthongs and r-controlled syllables and breaking the word into syllables. Lessons such as “Ginger’s Homework” review one-syllable r-controlled words like germ and hurt before transitioning to multisyllabic words like dinner and person. This consistent and spiraled design enables students to develop decoding proficiency through repeated exposure and cumulative review of sound-spelling patterns aligned with the TEKS.
Evaluation for 5.E.1b
-The materials include teacher guidance to provide explicit instruction for grade-level sound-spelling patterns. Each decodable text lesson contains detailed modeling instructions that support teachers in introducing new phonics patterns. For example, in Paul is an Author, the teacher script directs instruction on vowel teams au, aw, and augh by demonstrating how to decode the word astronaut step-by-step: segmenting the syllables as - tro - naut, identifying vowel teams, and blending the parts. In the lesson Brooks’s Books, the guidance includes modeling and practicing the oo sound through structured routines in both decoding and encoding tasks. These routines provide teachers with the language and steps needed to deliver direct instruction aligned to the target sound-spelling patterns. -The materials provide teacher guidance through scripted teacher models that focus on grade-level sound-spelling patterns. In Kaitlyn’s Birthday, for instance, the teacher models how to spell the word driveway by breaking it into syllables and selecting appropriate long a vowel teams. The teacher says, “First syllable: drive, spelled d-r-i-v-e. Second syllable: way, spelled w-a-y.” In another lesson focused on closed syllables, the teacher spells contact by segmenting it into con and tact, explaining each sound-spelling match. These examples illustrate how the materials provide clear, direct teacher guidance for grade-level sound-spelling patterns, both in decoding and encoding words.
Evaluation for 5.E.1c
-The materials include a variety of activities and resources for students to practice and reinforce grade-level sound-spelling patterns through cumulative review. Interactive resources such as Reading Workouts offer engaging options like Elkonin boxes, T-Chart sorts, and letter tiles, which allow students to visualize and manipulate sound-spelling patterns. For example, the QR-linked phonics videos embedded in decodable texts like “Race Day” provide auditory modeling of vowel combinations such as ough in rough, through, and dough, supporting auditory learners. Additional games like “Phonics Go Fish” give students opportunities to revisit and solidify phonics patterns in a playful context. The lessons also include word-building activities using whiteboards, where students practice spelling by identifying syllables, clapping them out, and writing them in parts. These cumulative review strategies ensure students consistently apply their phonics knowledge across varied formats, enhancing both fluency and accuracy in decoding and encoding. -The materials include a variety of activities and resources for students to develop and practice grade-level sound-spelling patterns through cumulative review. Teachers use a structured progression that consists of two weeks of instruction on a new phonics skill, followed by one week of cumulative review using additional lessons. For example, in the lesson on R-Controlled Vowel Syllables, students spell words like thirsty by clapping syllables, segmenting sounds, and writing each syllable in sequence. Similarly, in “Crocodiles and Alligators,” students spell multisyllabic words with prefixes, such as interrupt, by identifying the prefix (inter-) and root (rupt) and connecting their meanings. The materials also provide word lists and connected texts aligned with each learning objective, allowing review activities to build upon previously taught skills. This intentional review structure supports long-term retention and deepens students' understanding of sound-spelling pattern relationships.
Evaluation for 5.E.1d
-The materials provide a variety of activities and resources to support students in decoding and encoding words that include taught syllable correlations in isolation. For example, in the lesson “Ginger’s Homework,” students decode r-controlled syllables such as ar, or, er, ir, and ur using explicit instruction and targeted word lists. The encoding section, titled Phonics Skill Practice, guides students in spelling these same r-controlled syllables, reinforcing the sound-spelling patterns in a structured routine. Similarly, in the lesson “Roy and Joy Go to Market,” the teacher models how to decode and encode words like neighbor by breaking the word into syllables and identifying the vowel team eigh and the r-controlled syllable bor. Additional lessons like those on VCV Syllable Division allow students to isolate and write words such as calendar and uniform, one syllable at a time, using whiteboards, allowing them to internalize vowel-consonant patterns. These activities provide students with repeated practice in decoding and encoding skills, building a strong foundation for reading multisyllabic words. -The materials also include connected decodable texts and sentence-level activities that build on previously taught syllable correlations to reinforce decoding and encoding in context. For example, in “Baseball with Grandfather,” students decode and encode previously learned skills, such as vowel team syllables (e.g., sunscreen, peanut) and r-controlled syllables (e.g., shortstop, purchased), using the Skill Practice box and letter tiles. In “The Fort,” students apply syllable division strategies while reading multisyllabic words with r-controlled vowels, with teacher-led guidance and options for choral or partner reading. The materials use a gradual release model—modeling, guided practice, and independent application—to ensure that students transfer isolated skills to connected text. Each lesson also includes additional resources such as observation forms, feedback prompts, and decodable word lists, all of which contribute to cumulative learning and increased automaticity.
Evaluation for 5.E.2a
-The materials include a systematic sequence for introducing regular high-frequency words that follow common sound-spelling patterns within lesson plans and texts. For example, in the lesson “Rachel’s Vote,” students learn words like made and like, which follow predictable phonetic rules. Teachers use explicit instruction and guided routines, such as “Listen, Spell, Read, and Cover & Repeat,” to model and reinforce decoding strategies. Lesson sets include word lists that appear consistently in both instructional routines and decodable texts, allowing students to practice and review regular high-frequency words across multiple lessons. -The materials provide a systematic sequence for introducing irregular high-frequency words. Lessons highlight these exceptions through targeted instruction and repeated exposure in connected text. For instance, the high-frequency word said appears in Set 1 alongside regular words, and the teacher script provides clarification that such words may not be decoded phonetically. In “Fossils at the Cove,” the lesson introduces irregular words like once and those, with the teacher prompting students to recognize these words before reading. The scope and sequence highlights irregular words for intentional instruction, and checklists help teachers track students’ mastery of these challenging words.
Evaluation for 5.E.2b
-The materials include teacher guidance to provide explicit (direct) instruction for decoding regular and irregular high-frequency words through modeled routines and structured practice. Teachers implement the “Listen, Spell, Read, and Cover & Repeat” routine to introduce high-frequency words before students read them in connected text. For example, in the lesson Kaitlyn’s Birthday, teachers guide students to decode words by prompting them to say the word aloud, tap out the sounds, and identify familiar spelling patterns. This routine supports students in decoding both regular and irregular high-frequency words with teacher modeling and scaffolded practice embedded in the lesson. -The materials also include teacher guidance to provide explicit instruction for encoding regular and irregular high-frequency words using detailed lesson plans and phonics routines. For instance, in The Fort, students spell the words done and more by identifying known spelling patterns and applying phonics knowledge with teacher prompts such as, “Let’s fill in the spelling patterns we know. For the sound ___, what letter(s) do we use to spell that?”. In Maya and Kara Visit the Farmhouse, the lesson highlights the irregular word hour, and the teacher explains the unconventional spelling pattern, guiding students to memorize the spelling for future use. These encoding tasks and activities reinforce phonics knowledge and support accurate spelling of high-frequency words.
Evaluation for 5.E.2c
-The materials include a variety of activities and resources for students to develop, practice, and reinforce decoding of regular and irregular high-frequency words through cumulative review. Lessons consistently embed high-frequency words within decodable texts and reinforce them using structured routines. For example, in the lesson Mrs. Hough’s Inn, students decode words such as many, tell, and would through teacher modeling and guided practice. Activities like “Go Fish,” “Racetrack,” and “Find It” engage students by prompting them to identify, read, and match high-frequency words in varied contexts. The “Prompting Guide” also supports decoding by offering targeted teacher prompts, such as “The letters ___ make the sound ___,” to help students apply phonics knowledge during reading. -The materials also provide a variety of activities and resources for students to develop, practice, and reinforce encoding of regular and irregular high-frequency words through cumulative review. Each decodable lesson integrates explicit encoding routines within the review of high-frequency words. For example, in The Fort, students spell words like done and more by applying known sound-spelling correspondences. Teachers guide the process by saying, “Let’s fill in the spelling patterns we know. For the sound ___, what letter(s) do we use to spell that?” These routines appear in both guided and independent practice sections, providing students with repeated opportunities to apply their phonics knowledge in writing tasks. This consistent structure helps reinforce the accurate spelling of high-frequency words across multiple lessons.
Evaluation for 5.E.2d
-The materials include a variety of activities and resources, including memory-building strategies, for students to read and write high-frequency words in isolation. For example, the “Listen, Spell, Read, Cover & Repeat” routine engages students in a four-step process to decode and spell words using visual, auditory, and kinesthetic strategies. In the lesson Brook’s Books, students practice the words read, were, and would using chart paper, whiteboards, or paper as they repeat, spell, and write the words. The “High-Frequency Words Checklist”, which includes 80 words divided into sets of 1–40 and 41–80, allows students to track mastery through “Yes” and “Not Yet” indicators for decoding and encoding. These resources provide repeated opportunities for independent and guided practice with high-frequency words in isolation. -The materials provide a variety of activities and resources, including memory-building strategies, for students to read and write high-frequency words in connected text. For example, in the decodable text Out of Thin Air, students read and write words such as been, though, and point within sentences like “John-Luke sketched sharks and jellyfish throughout the afternoon, even though he ought to have been doing homework.” Similarly, in Joy’s Garden, students review high-frequency words such as front, grow, though, and work before reading, then apply them in oral and written tasks. These connected-text activities reinforce both recognition and application of high-frequency words in meaningful contexts.
Evaluation for 5.E.3a
-The materials include a systematic sequence for introducing grade-level syllable types aligned with the TEKS. Instruction begins with foundational syllable types—closed, open, and silent 'e' syllables—and progresses to more complex types, such as vowel teams, r-controlled syllables, and final stable syllables. For example, in “Set 3”: Joy’s Garden, students decode and spell words with vowel team syllables, such as soybean and avoid. Later in “Set 4”, instruction is extended to long vowel teams and complex vowel combinations, such as “oo” and “au”. Lessons use consistent routines, word lists, and teacher modeling to help students decode and encode new and previously taught syllable types. -The materials provide a systematic sequence for introducing grade-level syllable division principles aligned with the TEKS. Lessons include decoding and encoding routines where students clap syllables, draw syllable boundaries, and spell each syllable part. For instance, students learn to divide and write multisyllabic words such as helicopter, vacation, and hospital through structured practice. In Set 8: Not Just Lunch, students apply the final stable syllable instruction with words like sparkle and apple. Weekly lesson components include decoding and encoding word lists that target specific syllable division patterns, ensuring students have repeated opportunities to apply these principles across texts and practice formats.
Evaluation for 5.E.3b
-The materials include teacher guidance to provide explicit instruction for applying knowledge of syllable types and syllable division principles to decode one-syllable or multisyllabic words. Lessons include modeled routines where teachers demonstrate how to identify syllables and decode unfamiliar words. For example, in Retreat at the Creek, the teacher introduces vowel team syllables such as ea, ee, and ey and models how to decode the word weekend. The teacher identifies the vowel sounds, divides the word between the k and e, and reads each syllable—week and end—before blending them. Similarly, in Set 6, students decode words like eighteen and neighbor by clapping syllables, drawing dividing lines, and reading each part aloud. Teachers explicitly reference syllable types—such as vowel teams and silent e—to help students apply decoding strategies. -The materials also include teacher guidance to provide explicit instruction for applying knowledge of syllable types and syllable division principles to encode one-syllable or multisyllabic words. Lessons follow a gradual release model, prompting students to spell each syllable based on phonics patterns. For instance, in The Missing Jewel, teachers model how to spell rescue by clapping syllables (res-cue), writing each syllable separately, and explaining that ue spells the /yū/ sound. Word lists and instructional notes reinforce concepts such as VCe patterns and final stable syllables, supporting accurate encoding through repeated practice with multisyllabic words.
Evaluation for 5.E.3c
-The materials include a variety of activities and resources for students to develop, practice, and reinforce skills to decode one-syllable or multisyllabic words through cumulative review. Decodable text lessons, word lists, and “Reading Workouts” support repeated practice with phonics patterns and syllable division. For example, in Joy’s Garden, students decode multisyllabic words with diphthongs such as avoid by identifying vowel sounds, dividing the word into syllables, and blending them to read the whole word. In Set 6, students continue to decode words like thunderstorms and milkshake, while Set 7 reinforces these same skills for continued practice. Activities like clapping syllables and using T-chart sorts further strengthen decoding strategies in both isolated practice and within connected text. -The materials provide a variety of activities and resources for students to develop, practice, and reinforce skills to encode one-syllable or multisyllabic words through cumulative review. Lessons and spelling routines guide students in breaking words into syllables and applying phonics rules as they write. For example, in Ginger’s Homework, students practice spelling multisyllabic words using syllable types such as r-controlled and closed syllables, with routines that include clapping, dividing, and writing each syllable separately. In Set 3: Lemonade, students encode words like lemonade by applying VCV syllable division patterns, spelling each syllable one at a time, and then writing the complete word. Additional activities, such as “Building Words” and writing from T-charts, allow students to manipulate phonemes, apply spelling patterns, and extend their encoding practice across various instructional contexts.
Evaluation for 5.E.3d
-The materials include a variety of activities and resources for students to practice decoding and encoding one-syllable or multisyllabic words using knowledge of syllable types and division principles in isolation. For example, in the lesson “Out of Thin Air,” students read and spell multisyllabic words that contain the “ough” pattern, which represents multiple sounds. The teacher models decoding the word doughnut by breaking it into syllables, identifying vowel patterns, and blending the syllables. Students then apply this strategy with the word although. The encoding portion follows a similar routine using the word throughout, prompting students to clap syllables, write each syllable separately, and spell it as a whole. The “Word List” provided includes target words such as although, thoughtful, and breakthrough for independent practice. Additional activities such as “T-Chart Sorts” and “Secret Word” deepen phonemic awareness and reinforce pattern recognition through sorting and segmentation routines. -The materials include a variety of activities and resources for students to practice decoding and encoding one-syllable or multisyllabic words within decodable connected texts that build on previous instruction. For instance,in the lesson “Snakes” the teacher introduces prefixes such as a-, mis-, and pre- and demonstrates how they modify base word meanings. Students in the following lessons decode words like preview and encode words such as misjudge, reinforcing the morphological components of multisyllabic words. In Set 51: “Under the Sea,” students decode words like smaller and harmful using syllable division strategies before applying them in reading. These structured routines ensure that students apply previously taught syllable knowledge in increasingly complex, meaningful contexts.
Evaluation for 5.E.4a
-The materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS, through structured lessons that build from simple to more complex affixes. The instruction begins with common prefixes and suffixes such as dis-, re-, un-, -ent, -er, -ful, and -ive, and gradually introduces more complex morphemes like a-, mis-, pre-, -sion, -tion, -ous, and -ious. For example, in the lesson Snakes, the teacher introduces a-, mis-, and pre- with contextual examples such as asocial, mistake, and prevent, supporting students in understanding how each prefix alters word meaning. Lessons follow a consistent format that includes explicit instruction and guided practice, with opportunities to encounter the morphemes in connected texts. -The materials also include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS, by integrating affix instruction into a structured sequence. The “Scope and Sequence” ensures that morphemes are introduced incrementally and revisited over time to support mastery. For instance, in the lesson Errant Compass, students learn the meanings of suffixes such as -ent, -er, -ful, and -ive through explicit examples like different, faster, joyful, and active. In Set 53: Caves, instruction focuses on suffixes like -sion, -tion, -ite, and -ly, using words such as confusion, excite, and gently to deepen understanding. The materials build on prior knowledge by sequencing morphemes from foundational forms to more advanced, supporting vocabulary development and word analysis in alignment with grade-level TEKS.
Evaluation for 5.E.4b
-The materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding and reading comprehension. In the lesson Wading Birds, the teacher introduces the prefixes dis-, re-, and un- using clear explanations and examples such as disrupt, restore, and unknown, helping students understand how prefixes alter base word meaning. Teacher-facing resources such as the QR video and Vocabulary Routine provide step-by-step guidance to highlight morphemes, identify word parts, and model how to connect morphology to meaning during reading. These supports help teachers deliver consistent, TEKS-aligned instruction that builds students’ decoding and comprehension skills through morpheme analysis. - The materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support encoding and reading comprehension. The Pacing Guide equips teachers with a sequenced plan for introducing affixes across the year, including dis-, re-, un-, a-, mis-, pre-, -ent, -er, -ful, -ive, -ion, and -ly. In lessons such as Neptune and Under the Sea, teacher scripts guide instruction by defining affixes and demonstrating how to construct and spell words using them. For example, teachers model how to spell patient by segmenting the base word and suffix and explaining their meanings. The “Vocabulary Routine” further supports encoding by directing teachers to display target words, identify morphemes, and guide students in using the words in context. Lessons such as Manatees pair word work with comprehension questions, allowing teachers to help students apply morpheme knowledge when writing or discussing text content. These instructional resources provide teachers with clear and consistent support for developing students’ encoding and comprehension skills through morpheme-based instruction.
Evaluation for 5.E.4c
-The materials include a variety of activities and resources for students that reinforce grade-level morphological skills through decodable texts. For example, the “Suffix -ed” lesson provides guided instruction on spelling patterns with examples like filled, skipped, and tried, along with independent word list practice for error correction and feedback. Similarly, the lesson “Deserts” includes a “Morpheme Warm Up on prefixes im-, post-, and pro-, using modeling and spelling routines that highlight affix meaning. Instructional tools such as QR Phonics Videos, Reading Workouts, and affix sorts offer repeated exposure to morphemes across multiple instructional formats. These resources support students in applying morphological knowledge to decoding, encoding, and comprehension tasks across the year. -The materials include activities, high-interest texts, and additional instructional resources that reinforce morphological skills through cumulative review. For instance, in the lesson “Deserts”, students engage in a “Morpheme Warm-Up” focused on prefixes im-, post-, and pro-. The teacher models and guides word analysis, spelling, and application using connected text and word lists to deepen understanding. In the “Suffix -ed” lesson, students receive direct instruction on spelling patterns and morphological changes, followed by guided and independent practice using a targeted word list (e.g., needed, snowed, talked). Additional resources such as “Reading Workouts” and affix-based word hunts support consistent reinforcement of grade-level morphemes across different formats and contexts.
Evaluation for 5.E.4d
-The materials include a variety of activities and resources for students to decode and encode words with morphemes in isolation. For example, the lesson "Morphemes Reading and Spelling (Decoding and Encoding)" guides students in decoding multisyllabic words with suffixes such as -ent, -er, -ful, and -ive, using structured word lists that include words like "smaller," "harmful," "independent," and "protective." For encoding, students use word lists that contain different, larger, active, and colorful. Additional student-facing activities from Reading Workouts include “Blend It,” where students blend segmented sounds into words, and “T Chart Sorts,” where students categorize words based on specific phonics or morphemic patterns. The “Find It” activity invites students to search for words with target morphemes in classroom texts or print materials, reinforcing morpheme recognition in various contexts. -The materials also include a variety of activities and resources for students to decode and encode words with morphemes in decodable connected text that builds on previous instruction. For example, in the decodable text “Under the Sea,” students encounter words like incident, swimmer, respectful, and aggressive that contain the suffixes -ent, -er, -ful, and -ive. These morphemes build on earlier-taught prefixes such as un-, re-, and dis-, which appear in the same text with words like unable, recreate, and discover. The materials guide teachers to use morpheme warm-up routines and reading strategies like choral reading and word annotation, allowing students to connect morphemes to meaning and apply skills within the context of connected reading. Additional resources such as the "Cabin Jam" lesson extend encoding practice with suffixes like -ery, -ity, -ize, and -ment, integrating both spelling routines and contextual application to reinforce learning.
5.B.1 Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
5.C.1 Alphabet Knowledge (K only)
5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
0 out of 2 points
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
0 out of 2 points
5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
0 out of 6 points
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
0 out of 6 points
5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
0 out of 4 points
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
0 out of 4 points
5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
0 out of 6 points
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
0 out of 6 points
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
12 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
12 out of 6 points
5.D.1 Phonological Awareness (K-2)
5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
0 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
0 out of 2 points
5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
0 out of 2 points
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
0 out of 2 points
5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
0 out of 4 points
Evaluation for 5.D.1c
Evaluation for 5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
0 out of 4 points
5.D.2 Phonemic Awareness (K-2)
5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
0 out of 3 points
Evaluation for 5.D.2a
Evaluation for 5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
0 out of 3 points
5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
0 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
0 out of 2 points
5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
0 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
0 out of 2 points
5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
0 out of 3 points
Evaluation for 5.D.2d
Evaluation for 5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
0 out of 3 points
5.E.1 Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.1a
Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.1d
Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
5.E.2 Regular and Irregular High-Frequency Words
5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
Evaluation for 5.E.2b
Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
Evaluation for 5.E.2c
Evaluation for 5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
4 out of 4 points
Evaluation for 5.E.2d
Evaluation for 5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
4 out of 4 points
5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words
5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Not scored
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
2 out of 0 points
5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Not scored
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
8 out of 0 points
5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not scored
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 0 points
5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not scored
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
8 out of 0 points
5.E.4 Morphological Awareness (1-3)
5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Not scored
Evaluation for 5.E.4a
Evaluation for 5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
1 out of 0 points
5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Not scored
Evaluation for 5.E.4b
Evaluation for 5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
4 out of 0 points
5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not scored
Evaluation for 5.E.4c
Evaluation for 5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
3 out of 0 points
5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Not scored
Evaluation for 5.E.4d
Evaluation for 5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 0 points