Literacy Path – 4th Grade (Spanish)

Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).

The materials explain the stated purpose of the supplemental program in section 1 of the Implementation Guide. For example, the guide states that “the digital supplemental reading language arts program for grades 2–5 aligns to the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR) and Spanish Language Arts and Reading (SLAR).” The materials center practice on the TEKS, provide opportunities for targeted remediation and acceleration, and deliver data to inform instruction.

The materials provide opportunities for targeted remediation and acceleration tailored to individual student performance. For example, in the Implementation Guide, section 1 states that “an adaptive engine adjusts content in real time based on student performance.” Every student engages in practice at the appropriate level of difficulty based on the standards they need to meet the most.

The materials contain a built-in plan for adaptive differentiation tailored to support all learners below, at, and above grade level. For example, under “Supporting All Learners” in section 6 of the Implementation Guide, the materials explain that “the system adapts by the working instructional level (WIL) band to place students at their appropriate instructional level. The system matches reading passages to each student’s level, skips standards already mastered at 90 percent or above, and focuses on reinforcement where needed.”

Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.

The materials explain how to use the supplemental program alongside the existing core Reading and Language Arts (RLA) program. For example, in the Implementation Guide, the “Your MTSS [Multi-tiered System of Supports] Framework” section states that “Literacy Path supplements your core RLA curriculum and is intended to augment, not replace, core instruction.” The materials also provide implementation guidance for using the program during response to intervention (RTI)/intervention blocks, literacy stations, independent practice, homework, and whole-group instruction.

The materials explain how to use the program for additional practice as well as targeted remediation. For example, the Implementation Guide states, “Tier 1 support provides additional standards-based practice that reinforces core literacy instruction. Tier 2 support provides intensified, individualized practice on specific skill gaps.” Furthermore, the guide directs educators to use dashboard mastery data and intervention notifications to form small groups and provide targeted instruction aligned with student needs.

Evaluation for 1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.

The materials contain a scope and sequence that outlines student expectations, the skills taught, and the rationale for their design. For example, under “Adaptive Scope and Sequence Rationale” in section 7 of the Implementation Guide, the materials explain that Literacy Path does not follow a fixed, linear scope and sequence. Instead, Literacy Path uses an adaptive learning progression driven by each student’s mastery data. The guide also provides links to more detailed information about the content for each grade level. All scope and sequence documents on the Literacy Path platform are located under “Resources” for each grade level, with a detailed scope and sequence that comprehensively reviews the Practice Activities and assessments available to students who are reading at the beginning, middle, and end of the year for that grade level. The materials also describe the broader instructional ecosystem, including the tools, resources, and support available to both educators and students throughout the program.

The grade 4 materials contain a scope and sequence that outlines student expectations by identifying the TEKS addressed within Practice Activities, Snapshot Assessments, and Placement Assessments across the beginning-of-year (BOY), middle-of-year (MOY), and end-of-year (EOY) reading bands. For example, the grade 4 EOY scope and sequence lists the specific TEKS aligned with each passage and assessment activity. The materials align TEKS 3A, 3B, 3D, 6E, 6H, 7D, 8B, 8C, 9C, and 10A with “The Case of the Classroom Key.” The materials also identify where the TEKS are addressed within the instructional program through linked Practice Activities and assessments.

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

The materials explain time requirements as well as pacing. The Implementation Guide states that students typically complete a self-paced, system-directed 15-minute session, allowing educators to provide direct instruction to other students while the program facilitates adaptive practice. The guide also recommends Practice Activities and assessments and suggests timing, pacing, and frequency. In addition, the materials use a WIL system for adjusting instruction to each student’s needs across fifteen instructional bands spanning grade 1 BOY through grade 5 EOY.

Section 3 of the Implementation Guide explains onboarding and implementation. The materials recommend that students complete three to five sessions per week, lasting 15–20 minutes each, for a total of 45–90 minutes of adaptive practice, with additional time for students performing significantly below grade level. The guide also details how educators can manage pacing through Open Mode, which allows students to self-pace, or Prescribed Mode, which automatically calculates weekly activity targets based on student needs and goals. In addition, the materials clarify how to select formative assessment intervals through Snapshot Cadence options and describe multiple implementation models, including literacy station rotations, supplemental instruction blocks, and independent or homework practice.

The Implementation Guide contains information on time requirements and suggests pacing for effective implementation using the online tools available on the platform to set student pacing based on grade level and WIL. For example, through the features on the dashboard in the “Assignments” tab, “the platform provides educators with student progress toward weekly pacing goals and helps identify students who fall behind.” The educator determines the pacing of assignments, starting with classroom onboarding.

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

The materials contain resources and guidance to help educators implement the materials as designed. For example, under “Getting Started: Student and Teacher Onboarding” in section 3 of the Implementation Guide, the first-week launch guide outlines a step-by-step protocol for days 1–5 to help educators launch the program effectively. Every section of the Implementation Guide supports implementation as intended, describing the program’s purpose, TEKS alignment, roles, and family engagement.

In the Implementation Guide, the section “Forming Small Groups Using Dashboard Data” explains that “teachers can form small groups by following a five-step procedure that includes a data-driven workflow.” The platform sorts students by support needs and groups them by shared skill gaps. Small-group lessons focus on specific grade-level TEKS, and educators adjust these groups either monthly or after each Snapshot round.

The materials contain resources and guidance to help educators implement the materials as designed. For example, under “Roles and Responsibilities” in section 8 of the Implementation Guide, the materials define the ongoing expectations for implementation by role, including that of the educator, the instructional coach or literacy specialist, and the campus or district administrator. The guide clearly describes each role along with frequency and action details. Additionally, the program states that “the teacher functions as the most important participant in this system.” The materials provide data and opportunities for adaptive practice while the educator provides professional judgment, human connection, and targeted instruction.

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

The “Parent Resource & Vocabulary Support Guide Grade 4” is available in English and Spanish to help families understand how to use the digital platform to support student progress. In the section “How to Use the Platform / Cómo usar la plataforma,” the Spanish-language guide explains how students log in and describes platform features such as reading passages, practicing vocabulary, receiving feedback, using hints, and accessing textual read-aloud supports. The guide also recommends that families discuss the readings with students; help them with difficult words; and maintain positive, consistent reading routines at home.

The “Parent Resource & Vocabulary Support Guide Grade 4,” available in English and Spanish, helps families support student progress through reading and vocabulary development activities. For example, the guide helps families build a love of reading and vocabulary at home. The materials provide “research-based strategies for families. Families learn to read aloud daily, discuss new vocabulary words, use context clues, and encourage students to explain their thinking.” Furthermore, the guide includes worked examples and conversation prompts that families can use during reading practice.

Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).

The grade 4 materials provide diagnostic assessments appropriate for the program’s stated purpose of targeted remediation and acceleration. For example, under “Program at a Glance” in section 1 of the Implementation Guide, the materials state that “Placement Assessments are 15-question initial diagnostic assessments that determine each student’s starting [WIL] and baseline mastery across grade-level TEKS.” Section 3 further explains that Placement Assessments help educators identify students’ instructional levels and establish baseline mastery for all standards to guide personalized instruction and intervention support.

The grade 4 materials provide formative and summative assessments appropriate for the supplemental program. For example, in the Implementation Guide, section 2 describes Practice Activities and Snapshot Assessments as “ongoing assessment measures used to monitor student mastery and guide instruction.” The guide explains that “Snapshot Assessments are administered every 4, 6, or 8 practice activities to evaluate cumulative growth across TEKS standards, inform instructional adjustments, and support WIL band movement.” Additionally, section 4 clarifies that “these assessments provide cumulative mastery data across standards and include multiple item types and DOK [Depth of Knowledge] levels to create a comprehensive profile of student comprehension and vocabulary performance.”

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

The materials define the role of each assessment type in the Assessment Types and Activity Types tables. These tables show that the diagnostic assessments establish each student’s baseline mastery, while formative assessments enable educators to track progress toward standard‑level mastery in order to inform the next instructional steps. Under the “Assessment Overview” in section 2 of the Implementation Guide, the materials reinforce these definitions by outlining how diagnostic assessments help educators identify initial instructional levels and how formative assessments provide ongoing data to guide instruction. In section 4, the “Assessment Design Overview” identifies the item types used in these assessments.


The materials define the purpose and use of the instructional assessments included in the program. For example, under “Snapshot Cadence and Instructional Grouping” in section 2 of the Implementation Guide, the materials describe how assessment data help educators monitor student progress, determine mastery status, guide instructional grouping, and plan the next instructional steps through adaptive instruction. The materials further explain these definitions in the “Snapshot Cadence” and “Forming Small Groups Using Dashboard Data” sections, which outline how diagnostic assessments help educators establish baseline mastery and how formative assessments enable them to track standard‑level mastery in order to inform instruction. The “Technical Specifications” document (which is highlighted in the Mastery Status Decision Matrix) reinforces these purposes by showing how assessment results allow educators to determine mastery status and guide instructional decisions.

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

This guidance is not applicable to the program because the program is student driven. Assessments are administered by the program, not an educator.

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

The instructional assessments in the program contain items with varying levels of complexity. For example, under “Question Types and Comprehension Levels” in section 2 of the Implementation Guide, the materials explain that the assessment items span multiple Webb’s DOK levels, including DOK 1 (literal comprehension), DOK 2 (inferential comprehension), and DOK 3 (evaluative and analytical comprehension). The materials also describe how multi‑genre passages such as fiction, nonfiction, poetry, drama, and persuasive texts are incorporated to increase cognitive demand and broaden the range of reading tasks as students progress through adaptive levels. These descriptions show that the program includes assessment items intentionally designed to reflect varying levels of complexity.

The materials contain instructional assessments with a variety of item types. For example, in “Understanding Your Dashboard and Using Data” in section 4 of the Implementation Guide, the materials identify the assessment formats used across Practice Activities, Snapshot Assessments, and Placement Assessments. The Question Types table in this section shows that the program includes multiple-choice single (MC1), multiple-choice multi-select (MCM), drop-down, short constructed response (SCR), and hot text items. The materials describe how these item types appear across assessment opportunities to support varied student responses and measure different levels of comprehension, indicating that the program covers a range of item types within its instructional assessments.

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

The materials contain instructional assessments that provide guidance for interpreting student data. For example, in the Implementation Guide, section 4 includes a section under “Understanding Your Dashboard and Using Data” titled “Forming Small Groups Using Dashboard Data,” which explains how educators can interpret student performance on instructional assessments through a five‑step process that identifies clusters of students with similar skill gaps and groups them for targeted small‑group instruction. The materials specify that educators should use mastery data from Literacy Path to identify students who are struggling and that instructional groups should be reviewed and adjusted monthly following each round of Snapshot Assessments.

The scoring information criterion does not apply because the program uses a student-driven digital assessment system with automatic scoring. Under “Routine Student Experience at a Glance” in section 2 of the Implementation Guide, the materials explain that “Literacy Path automatically scores activities, updates mastery data, and assigns subsequent activities based on student performance.” Because assessment items are scored digitally within the platform, educator scoring guides or manual scoring rubrics are not required for implementation.

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

The materials explain how to use the supplemental program to address trends in student performance on assessments. The Implementation Guide describes how educators can use the Classroom Dashboard to interpret assessment results and identify grade-level standards that require additional support. The dashboard organizes students by mastery status such as Needs Support, Developing, and On Track/Mastered based on completed practice activities and assessments. The dashboard also provides reports on grade-level standards that need hands-on support; mastery of standards; performance based on question type; class assignment goals; and instructional-level distribution. The materials contain a Mastery Status Decision Matrix and guidance for forming small groups using dashboard data, which connect mastery levels to recommended instructional actions and help educators identify shared skill gaps as well as target specific grade-level TEKS.

The materials further help educators use assessment data to adjust instruction. The Implementation Guide states that per-standard mastery data, WIL band progression, intervention alerts, and Snapshot Assessment results provide information for lesson planning, intervention decisions, and small-group instruction. Educators are directed to identify students who need support, group students by skill gaps, and adjust instruction based on mastery trends. The materials also describe a three-stage intervention system that addresses persistent low mastery through targeted practice; standard-specific instructional videos; and educator-directed, small-group instruction with ready-to-use resources. In addition, adaptive differentiation features such as scaffolded hints, readability matching, and dashboard-based activity assignments help educators adjust instruction in response to student performance.

Evaluation for 2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.

The materials contain tools for educators and students to track student progress and growth, as described in the Implementation Guide under “Dashboard Overview” and through the platform’s “Dashboard” and “Assignments” tabs. The program provides student-level mastery data, WIL progression history, and weekly pacing indicators, enabling educators and students to monitor progress toward instructional goals and mastery of standards. The dashboard views display mastery of standards, activity completion, and WIL band movement, giving educators clear tools for tracking growth over time.

The materials offer tools that support ongoing progress monitoring, as explained in section 5, “The BRAVE Motivation and Engagement Framework,” and section 7, “Adaptive Scope and Sequence Rationale.” These sections cover student‑level mastery displays, BRAVE motivation reports, indicators of engagement trends, and data on WIL band progression that help students and educators observe growth patterns. The materials provide immediate feedback on student responses, opportunities for second attempts with hints, and standards‑based support videos after repeated errors, which help students track their own learning and monitor their improvement. Students can also view their progress in the “Dashboard” tab where they can see their scores, activity history, and growth within the program.

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

The materials offer guidance on entry criteria aligned with the program’s purpose of targeted remediation and acceleration. Under “Getting Started: Two Onboarding Paths” in section 3 of the Implementation Guide, the materials explain that educators can place students in the program by importing NWEA MAP data or administering a 15-question Placement Assessment. The “Technical Specifications” document displays Placement Score-to-WIL Band and Percentile-to-WIL Band Placement tables, which connect assessment results to each student’s WIL. The materials clarify that educators can use these measures to establish baseline mastery of TEKS standards, determine instructional placement, and identify students who may require additional support.

The materials also contain guidance for exit criteria based on student mastery and progress. In section 2, “The Adaptive Engine,” and section 7, which describes promotion within the adaptive scope and sequence, the materials explain that students progress through WIL bands as they demonstrate mastery of literacy standards and perform successfully on Snapshot Assessments. Progress monitoring, mastery data, and assessment performance help educators determine student readiness for advancement. Section 10 further explains that students who master most standards within their current WIL band and score strongly on Snapshot Assessments are promoted to the next WIL band. The intervention system also uses a three-stage process consisting of Monitor, Video, and Hands-On Support phases. The materials state that when student performance improves, the system returns students to monitoring status, indicating that they have exited targeted intervention support.

Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.

The grade 4 materials contain guidance for educators and activities for students who have not yet reached proficiency in grade-level skills. Under “Built-In Adaptive Differentiation” in section 6 of the Implementation Guide, the materials explain that students performing below grade level are placed in an appropriate WIL band, receive passages matched to their instructional level, and work on scaffolded standards from lower-grade equivalents. For example, students who continue to struggle receive scaffolded hints after an incorrect response, targeted practice on low-mastery standards, and intervention support through the program’s escalation system.

The materials provide educators with guidance as well as differentiated supports for students who have not yet reached proficiency in grade‑level skills, as described in the Implementation Guide under “What Is the Intervention System?” and “Supports Aligned to IEP Goals and Specially Designed Instruction (SDI).” For example, the materials outline a three‑stage intervention system that increases targeted practice, provides standard‑specific instructional videos, and alerts educators when students need direct instructional support. Additionally, in section 10, the “FAQ” (Frequently Asked Questions) explains how the intervention system monitors performance for each TEKS standard, supplies a skill‑building video when students continue to struggle, and notifies the educator when hands‑on support is required.

Evaluation for 3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.

The grade 4 materials provide guidance for educators and differentiated activities for students who have shown proficiency in grade-level skills. The “Built-In Adaptive Differentiation,” “Adaptive Scope and Sequence Rationale,” and “Supporting All Learners” documents explain how the program advances proficient learners through higher WIL bands, providing access to more complex passages, challenging questions, and advanced content. The adaptive system skips standards that have already been mastered (90 percent or higher) and focuses on areas that still require support. Students who consistently demonstrate mastery may move on to higher grade-level content, with cross-grade advancement requiring a 90 percent mastery threshold.

The materials also describe a continued promotion protocol for students who master content at their current level. According to FAQ #5, students who master most standards within a WIL band and perform strongly on Snapshot Assessments are promoted to the next WIL band, with mastery transferring at 75 percent to reflect increased rigor. Educators can further extend learning through higher grade-level Deep Dive and Quick Boost activities. Students who reach the highest supported band (grade 5 EOY) continue to receive reinforcement and enrichment for the remaining standards.

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

The grade 4 materials offer educators guidance on providing SDI to students who receive supports and services through special education, as described in the Implementation Guide under “Supports Aligned to IEP Goals and Specially Designed Instruction (SDI).” The materials explain that individualized pacing, adaptive difficulty, and accessible content features help students make progress toward their individualized education plan (IEP) goals. Additionally, read‑aloud and text‑to‑speech supports reduce barriers to accessing grade‑level content while maintaining an appropriate level of challenge. The adaptive engine positions learners at their actual skill level and allows them to move through content at a self‑determined pace, thus supporting SDI requirements. The Supports Aligned to IEP Goals and Specially Designed Instruction (SDI) table identifies SDI‑aligned needs such as individualized pacing, adaptive difficulty, accessible content, visual accessibility, and progress monitoring aligned with IEP goals. The table also outlines the corresponding Literacy Path features and instructional impacts, providing educators with clear guidance on how to meet the needs of students who receive special education services.

The materials offer educators guidance on providing SDI to students who receive supports and services through special education, as described in the Implementation Guide under “Supports Aligned to IEP Goals and Specially Designed Instruction (SDI)” and “Collaboration Between General and Special Education.” The materials explain that individualized pacing, adaptive difficulty, accessible content, and read‑aloud and text‑to‑speech supports help students work toward their IEP goals while accessing grade-level content at an appropriate level of challenge. The unified data system supports SDI by giving general and special education educators a shared view of per‑standard mastery, enabling them to monitor progress toward targeted goals and identify areas that need additional support. Under “Supporting All Learners” in section 6 of the Implementation Guide, the materials further outline role‑specific responsibilities: General education educators manage students’ Literacy Path progression and use real‑time dashboard data to inform instruction, while special education educators track mastery toward IEP‑aligned goals and plan targeted interventions.

Evaluation for 3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.

This guidance is not applicable to the program because the program is student driven. Modeling and explanation of skills is done by the program, not an educator.

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

This guidance is not applicable to the program because the program is student driven. Instructional delivery and facilitation is done by the program, not an educator.

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

The grade 4 materials offer guidance for implementing the program through whole-group as well as intervention structures. Under “Integration Opportunities” in section 1 of the Implementation Guide, the materials recommend using Literacy Path during RTI/intervention blocks as the adaptive practice component for targeted support. The guide also explains that passages can be projected for whole-group instruction to support educator-led vocabulary instruction and modeling of reading strategies. For example, the Vocabulary Resource Suite includes “Would You Rather? Vocabulary,” a whole-class activity in which students choose between two options and justify their choice using a target vocabulary word. This activity provides a discussion-based structure for students to develop their vocabulary and practice oral language.

The grade 4 materials contain guidance for educators on recommended teaching structures (e.g., whole-group, small-group, individual) to support effective implementation for both program purposes. Under “Integration Models” in section 3 of the Implementation Guide, the materials recommend using Literacy Path as a literacy station during small-group rotations where students engage in adaptive practice while the educator provides guided reading or targeted instruction to other groups. The guide also suggests that students engage in independent practice during seatwork, homework, and before- or after-school programs to ensure effective implementation across both individual and group settings.

Evaluation for 3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

This guidance is not applicable to the program because the language of instruction is Spanish.

Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.

The grade 4 materials provide specific implementation guidance for state-approved bilingual and English as a Second Language (ESL) program models. Under “Using Literacy Path Across Bilingual Education and ESL Program Models” in section 6 of the Implementation Guide, the materials offer recommendations for Dual Language Immersion (DLI), Transitional Bilingual Education (TBE), and ESL programs. For example, the guide directs educators in Dual Language programs to use Spanish-language activities during the partner-language block and English-language activities during the English block. Additionally, the guide advises ESL educators to use built-in scaffolds such as hints, read-aloud supports, and adaptive difficulty levels.

The grade 4 materials provide implementation guidance to help educators use the materials effectively with Bilingual Education and ESL Program Models. For example, in “Supporting All Learners” in section 6 of the Implementation Guide, under the heading “Using Literacy Path Across Bilingual Education and ESL Program Models,” the materials state that “Literacy Path’s Spanish-language content was developed through a rigorous trans-adaptation process to ensure it is linguistically authentic and educationally appropriate for Spanish-speaking students at every proficiency level.” The Implementation Guide explains how to efficiently use the Literacy Path program with all Bilingual Education and ESL Program Models, which include DLI, TBE, and ESL (Pull-out or Push-in), providing key considerations for each.

Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance does not apply because the curriculum is not designed for DLI programs.

Evaluation for 5.1a
Materials include explicit (direct) instruction on specific vocabulary using multiple strategies for teaching word meaning (e.g., student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization and classification, images).

The grade 4 materials provide direct instruction with vocabulary using multiple strategies. The “Spanish Word Map” for grades 2–5 contains explicit, educator-directed instruction with student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization and classification, and visual representations. The “Spanish Word Map Guide” describes step-by-step actions for educators to take, classroom examples, and implementation procedures for each strategy. These materials provide educators with direct explanations, modeling, visual support, and multiple strategies to help students develop their vocabulary knowledge.

The materials provide explicit instruction on vocabulary using multiple strategies for teaching word meaning. The “Mapas de palabras: avanzado” resource requires students to explain terms in their own words as well as engage with vocabulary through definitions, examples and non-examples, and visual representations. Students analyze Spanish vocabulary terms such as circuito and solución by completing all components of the word map. These materials offer multiple strategies for teaching word meaning, including student-friendly definitions, examples and non-examples, and visual representations.

Evaluation for 5.1b
Specific vocabulary selected for explicit (direct) instruction includes high-utility tier 2 and tier 3 academic vocabulary.

The grade 4 materials contain specific terms that include high-utility tier-two and tier-three academic vocabulary aligned with the program’s stated purpose. For example, “Fun, Cross-Content Vocabulary Guide Grades 2–5” provides complete instructions for Spanish-language educators as well as matching Spanish vocabulary tables (evidencia, hábitat, asentamiento, etc.) across all five strategies. Examples include language arts terms such as evidence, summarize, narrator, and synonym, which represent high-utility tier-two academic words used across texts and subjects. The same resource contains discipline-specific words such as habitat, organism, and survive, which function as tier-three science vocabulary. Students generate examples, non-examples, synonyms, and definitions, providing repeated opportunities for exposure and discussion. This evidence demonstrates that high-utility tier-two and tier-three vocabulary was intentionally selected for explicit instruction.

The grade 4 materials contain vocabulary selected for student instruction that features both tier-two and tier-three academic terms. In “Fun, Cross-Content Vocabulary Strategies,” the strategy “Would You Rather? Vocabulary” prompts students to use words in applied contexts. Examples feature tier-two language arts words such as narrator and tier-three science terms such as habitat. Students explain and justify their responses using the target vocabulary to support semantic understanding and oral language development.

Evaluation for 5.1c
Materials include repeated opportunities for students to practice using specific vocabulary in multiple contexts.

The materials contain an explicit selection of tier-two and tier-three academic vocabulary and provide structured support for repeated vocabulary use across instructional contexts. The Literacy Path Implementation Guide outlines a coordinated vocabulary system that includes oral language routines, discussion-based strategies, and cross-genre exposure. For example, the “Vocabulary Happens All Day” routine emphasizes repeated oral practice through strategies such as “Say the Word, Then Say It Again,” ensuring that students consistently revisit and rehearse academic vocabulary during instruction. In addition, structured activities such as “Vocabulary Hot Seat” and “Word Map Showdown” require students to repeatedly generate, explain, and refine their vocabulary understanding by producing oral language and engaging in collaborative discourse. The guide also highlights cross-disciplinary vocabulary exposure through adaptive Practice Activities embedded in literary, informational, poetry, drama, and persuasive texts, allowing students to encounter and apply words across multiple genres and content areas. The “Learning and Practicing Vocabulary Guide” also contains Spanish translations of key instructional language and encourages students to use vocabulary across reading and writing activities, providing multiple opportunities to revisit and apply vocabulary in SLAR contexts.

The materials also provide students with repeated opportunities to practice and apply specific vocabulary through multimodal instructional strategies. Students engage with vocabulary using Frayer models, semantic maps, categorization and classification tasks, analysis of synonyms and antonyms, and visual representations. For example, students create word maps that include definitions, synonyms, examples, non-examples, and visual depictions, requiring them to revisit the same vocabulary multiple times through reading, writing, speaking, and visual expression. Additional lessons such as “Use New Words” support vocabulary transfer by requiring students to select target words from a word bank, incorporate them into written responses, discuss usage with their peers, and revise for accuracy. Similarly, “Read Around It” reinforces vocabulary use in context by having students apply target words while determining meaning through context clues and justifying their reasoning with textual evidence. Across these activities, students repeatedly interact with vocabulary in multiple contexts, strengthening retention and supporting transfer of academic language across reading comprehension tasks.

Evaluation for 5.2a
Materials include explicit (direct) instruction on using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 4 materials provide explicit instruction in English as well as Spanish on using morphemic analysis to determine word meaning. In the Vocabulary Resource Suite for educators, the “Morphemic Analysis” resource outlines a four-step instructional routine that teaches students to determine word meaning by analyzing prefixes, suffixes, roots, and base words. Educators model how meaningful word parts contribute to a word’s meaning, guide students in identifying morphemes within words, and support students as they apply the strategy to unfamiliar vocabulary. The resource includes language frames for educators, guided practice opportunities, and independent application activities that support SLAR instruction.

The “Learning and Practicing Vocabulary Guide” offers educators specific guidance on teaching morphemic analysis. For example, the materials provide explicit vocabulary instruction that supports foundational word analysis skills through student-friendly definitions, picture supports, and connections between known and unknown words. The guide directs educators to introduce tier-two and tier-three vocabulary from read-alouds and content-area texts, model word meanings in context, and engage students in discussing and applying vocabulary. These routines support students as they begin to analyze meaningful parts of words and connect word structure to meaning.

Evaluation for 5.2b
Materials include opportunities for students to practice using morphemic analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 4 materials provide students with opportunities to practice using morphemic analysis to determine word meanings. In the Resource Library, the Spanish Deep Dive educator resource activity “Crack the Code: Affixes” gives students opportunities to practice morphemic analysis during guided practice. After educator modeling with words such as misplace and enjoyment, students evaluate six additional words containing the affixes mis-, sub-, -ment, and -ity/-ty to identify the affix; determine the base word; and combine meanings to infer the meaning of the entire word. Educators prompt students to revisit the affix equation and reinforce the process as students identify morpheme meanings and combine them to infer whole-word meanings when analyzing complex words. This evidence shows that students have opportunities to practice morphemic analysis in order to determine word meanings by breaking words down into morphemes, identifying morpheme meanings, and combining them to infer word meanings.

The materials provide further resources and activities for students to practice using morphemic analysis. For example, in the “Morphemic Analysis” resource, students identify prefixes, suffixes, roots like port/dict/scrib, and base words and discuss how each meaningful word part contributes to the meaning of the entire word. Students apply morphemic analysis during guided and independent activities designed to help them determine the meanings of unfamiliar words encountered in SLAR instruction.

Evaluation for 5.2c
Materials include explicit (direct) instruction on using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 4 materials provide instruction and guided application that incorporate contextual analysis to help students determine word meanings. For example, in the grade 4 Deep Dive educator resource activity “Read Around It” (TEKS 4.3B), educators model the strategy by directing students to read the entire sentence, identify clue words, and examine surrounding sentences when they need additional information. Educators think aloud through examples and point out words and phrases that provide meaning clues. Students then determine meanings using both sentence-level and surrounding text-based clues. This evidence shows that students receive explicit educator modeling as well as opportunities to use surrounding text to determine and confirm word meanings through contextual analysis.

The “Learning and Practicing Vocabulary Guide” explains how to use contextual analysis to determine word meaning in alignment with grade-level TEKS, as appropriate for the program’s stated purpose. The “Examples and Non-Examples” strategy enables educators to deliver clear instruction that helps students determine word meaning through contextual analysis. Educators model examples and non-examples of target vocabulary, guide discussions about how words are used in different contexts, and engage students in analyzing why specific examples reflect a word’s meaning. These activities help students use surrounding information, prior knowledge, and context clues to determine the meanings of unfamiliar words in SLAR.

Evaluation for 5.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 4 materials offer students opportunities to practice using contextual analysis to determine word meanings. In the Resource Library, the grade 4 Quick Boost educator resource activity “Paragraph Puzzle Decode” (TEKS 4.3B) provides opportunities for practice using clues located within and across multiple sentences. Educators model reasoning through contextual analysis using think-alouds, demonstrating how evidence throughout a paragraph contributes to meaning. Students work with partners to identify clues found in the same sentence, neighboring sentences, and the overall topic or situation. Students analyze words such as reluctant by using textual evidence, including “last time she slipped,” “walked slowly,” and “friends encouraged her” to infer that the word means hesitant or unsure. Students complete the Paragraph Puzzle Decoder, identify the location of clues, verify whether their inferred meaning fits the entire paragraph, and explain their reasoning using textual evidence. These opportunities provide opportunities for repeated practice using contextual analysis to determine word meanings through paragraph-level analysis and support independent application of the strategy.

The materials provide students with opportunities to practice using contextual analysis to determine word meaning in alignment with grade-level TEKS, as appropriate for the program’s stated purpose. The “Examples and Non-Examples” strategy engages students in analyzing how vocabulary words are used in different situations and contexts. Students study examples as well as non-examples of target words, explain why a word is used appropriately or inappropriately, and apply their understanding through discussion and written responses.

Evaluation for 8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).

The grade 4 materials provide authentic, high-quality informational and historical texts in Spanish that integrate rich academic language and discipline-specific content. “La ciencia que nos rodea – Parte A” introduces scientific concepts such as energía, ecosistema, and erosión, while “Por qué Texas nunca debe olvidar el Álamo” presents a historical account supported by factual details and historical figures. These texts demonstrate coherent organization, accurate content, and vocabulary appropriate for upper elementary readers.

The materials offer complex texts and multiple text types that require higher-level analysis. Students analyze both cause-and-effect and descriptive organizational structures in “La ciencia que nos rodea” and evaluate reasons supporting the author’s message in “Por qué Texas nunca debe olvidar el Álamo.” Students synthesize scientific explanations and historical arguments, demonstrating comprehension of sophisticated informational texts.

Evaluation for 8.1b
Materials include a variety of high-quality texts at different levels of complexity.

The grade 4 materials offer a variety of high-quality texts in Spanish with different levels of complexity, progressing from a historical informational passage to an argumentative informational text that requires greater integration of evidence, organizational structures, and conceptual understanding. The informational selection “Un presidente para el pueblo” presents a chronological biography that introduces historical events through a clear sequential structure and academic vocabulary, including guerra civil, Proclamación de Emancipación, and Discurso de Gettysburg. Students build an understanding of Abraham Lincoln’s leadership as the text explains that he helped “mantener el país unido” and worked to “terminar con la esclavitud.” In contrast, the informational text “Por qué cada escuela debería tener un jardín comunitario” requires students to analyze an argumentative structure supported by research, expert evidence, direct quotes, supporting examples, and a counterargument before developing a concluding synthesis. Together, these texts demonstrate increasing complexity through rich vocabulary, knowledge demands, sophisticated organizational structures, and the integration of multiple forms of evidence.

The scope and sequence describes an intentional progression of textual complexity across the instructional year through the BOY, MOY, and EOY instructional bands. The grade 4 Resource Library further supports this progression by identifying each passage with its grade level, aligned TEKS, language, textual difficulty, and instructional placement. Across the reviewed collection, students engage with a variety of literary and informational genres that increase in complexity as they progress through the instructional library. The progression from “Un presidente para el pueblo” to “Por qué cada escuela debería tener un jardín comunitario” demonstrates advancement from a chronological historical biography to an argumentative informational article that requires students to evaluate claims, supporting reasons, research, quotes, and counterarguments. Because Literacy Path is adaptive by design, students access texts according to their WIL rather than following a fixed BOY, MOY, or EOY instructional sequence. Nevertheless, the documented progression shows that the instructional library includes increasingly complex literary and informational texts designed to support students as they advance through the program.

Evaluation for 8.1c
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.

The grade 4 materials contain texts that reflect students’ backgrounds and experiences through narratives that highlight cultural heritage, family traditions, and community celebrations. For example, the dramatic text “Cinco de mayo – Partes A y B” introduces students to the historical significance of the Battle of Puebla as Sofía asks, “¿Qué es el cinco de mayo?” Her educator explains that it commemorates “una gran batalla en la ciudad de Puebla.” The text conveys cultural knowledge through an intergenerational conversation in which Abuela explains the significance of General Zaragoza and encourages Sofía by saying, “Somos fuertes porque creemos en nosotros mismos.” The celebration concludes with students proclaiming, “¡Viva México!” while families applaud and wave “pequeñas banderas de México” during the classroom performance. Through family dialogue, classroom learning, and community celebration, the drama encourages students to appreciate cultural heritage while making connections to traditions, identity, and shared experiences. Together, these elements present content that reflects different backgrounds and experiences.

The materials offer informational texts that reflect historical, civic, and community experiences. The informational text “Todas las personas importan – Partes A y B” emphasizes Martin Luther King Jr.’s contributions during the Civil Rights Movement while examining segregation, peaceful protest, and the pursuit of equality. The text explains that segregation laws were unjust, stating, “Estas reglas eran injustas,” and highlights Dr. King’s dream that people “no fueran juzgadas por el color de su piel.” The passage further broadens students’ understanding of civic identity by explaining that “La Declaración de Independencia dice que todas las personas son creadas iguales” and “La Constitución promete protección igualitaria ante la ley.” Rather than presenting historical events in isolation, the text encourages students to examine historical contributions, civic ideals, and the experiences of marginalized communities through informational content. Together, these ideas encourage students to appreciate the importance of equality, justice, and civic responsibility while expanding their understanding of different perspectives and experiences.

Evaluation for 8.2a
Materials activate or supply background knowledge.

The grade 4 materials contain resources that can be used to either activate or supply background knowledge. The daily student routine features a structured, responsive teaching cycle designed to scaffold comprehension when a student struggles with an assignment. If a student falls below a 50 percent success rate on an adaptive practice activity, the system triggers an automatic video intervention before allowing the student to continue. These built-in micromodeling videos are designed to supply background knowledge, unpack foundational vocabulary, and model the cognitive strategies required to comprehend the text’s specific topic or genre structure. To ensure that all students can access complex grade-level texts, the guide outlines instructional tools located in the educator resource area. These tools are designed to facilitate educator-led, small-group interventions that frontload information. Additionally, a dedicated vocabulary suite includes instructional scripts and student graphic organizers, such as concept word maps and activities for oral language production. Educators use these resources to anchor new vocabulary terms into a student’s existing schema, thereby activating relevant prior knowledge and supplying context regarding a text’s thematic background before or during reading.

The materials supply background knowledge by providing instructional supports that prepare students to comprehend unfamiliar concepts before and during reading. The educator guide recommends pre-teaching academic vocabulary with visuals, manipulatives, bilingual anchor charts, and cognate connections before Literacy Path sessions. Educators are also encouraged to establish both content and language objectives and connect students’ home language to new concepts through cross-linguistic transfer. These planned supports help students build the knowledge they need to understand upcoming passages, rather than expecting them to rely only on prior experiences.

Evaluation for 8.2b
Materials include pre-teaching of unfamiliar vocabulary in texts.

The materials provide educator-led vocabulary through context clue lessons and structured vocabulary routines. These lessons introduce strategies such as using context clues, student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization, and visual representations. The context clue instruction is delivered through instructional examples and practice passages, rather than the vocabulary embedded in each Literacy Path reading selection.


For grades 2–5, the adaptive nature of Literacy Path allows students to engage with individualized texts based on their WIL and demonstrated mastery. For example, the Literacy Path Gr 2–5 Guide contains opportunities to pre-teach unfamiliar vocabulary before students encounter reading selections. The program features educator-guided Deep Dive lessons and a Vocabulary Resource Suite for educators, who deliver instruction using student-friendly definitions, synonyms and antonyms, examples and non-examples, categorization, and visual representations. The Implementation Guide notes that these resources complement adaptive practice sessions by supporting vocabulary introduction and targeted instruction across content areas.

Evaluation for 8.2c
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 4 materials offer instruction and guided practice in using contextual analysis to determine the meanings of unfamiliar vocabulary in connected text. In the “Read Around It” Deep Dive lesson, the educator introduces the contextual analysis strategy by explaining that readers must determine the “relevant meaning” of unfamiliar and multiple-meaning words using information from the surrounding sentences before students read independently. The lesson models the strategy through an educator think-aloud that directs students to “read the whole sentence,” “look for clue words,” “read the sentences before and after,” and “use the clues to figure out the meaning.” Using the word current, the educator compares multiple definitions, rejects the incorrect interpretation by asking, “Does ‘happening right now’ fit?” and concludes, “The relevant meaning is a flow of water.” Students then engage in guided practice by identifying context clues, explaining how evidence from surrounding sentences supports the inferred meaning, and independently applying the modeled strategy as they read connected text.

The materials provide instruction and guided practice in using contextual analysis to determine the meanings of unfamiliar words through structured educator modeling and collaborative analysis. In the “Context Clue Case Files (Mini-Investigations)” activity, the educator introduces the purpose of contextual analysis by explaining, “You’ll look at what comes before the word, what comes after the word, and what the whole topic is about. These clues help us reason out meaning without guessing.” The lesson models the strategy through an educator think-aloud using the word obscured, showing how to analyze the sentence before the target word, the sentence after it, and the overall topic before concluding that “obscured must mean something like hidden or hard to see.” Students then work independently or in pairs to investigate additional case files, record context clues from before and after the target word, determine the word’s meaning, justify their reasoning, and share their analysis during a “Detective Debrief” activity.

Evaluation for 8.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 4 materials give students opportunities to practice using contextual analysis to determine the meanings of unfamiliar vocabulary in connected texts. As a case in point, in the “Context Clue Case Files (Mini-Investigations)” lesson, students investigate passages containing unfamiliar vocabulary by analyzing context clues that appear before the target word, after the target word, and across the overall topic of the passage. Working independently or with a partner, students complete two case files in which they figure out the meanings of target words such as meticulosamente and errático, record context clues from before and after the target word, identify topic clues, determine the appropriate meaning, and justify their reasoning on the Case File Recording Sheet before participating in a “Detective Debrief” discussion.

The materials give students opportunities to practice using contextual analysis to determine the meanings of unfamiliar vocabulary in connected texts. In the “Read Around It” Deep Dive lesson, students read an informational passage and complete a series of practice activities that require them to determine the meanings of unfamiliar and multiple-meaning words using both within-sentence and beyond-sentence context. Students figure out the meanings of words such as sumergible, corriente, margen, and turbulenta; identify words and phrases that serve as context clues; distinguish between common and relevant meanings of multiple-meaning words; justify why an incorrect meaning does not fit the passage, and record the textual evidence that supports their conclusions. Students who complete the lesson early extend their practice by writing a passage that uses a multiple-meaning word in an uncommon way and exchanging passages with a partner to determine the relevant meaning using contextual evidence.

Evaluation for 8.3a
Materials include systematic and explicit (direct) instruction on reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 4 materials offer systematic instruction in English and Spanish for reading comprehension by sequencing students’ understanding from initial comprehension to comprehension through cumulative synthesis across multiple sections of informational text. In the Deep Dive lesson “Put It Together / Armar las piezas,” the educator helps students activate their background knowledge before introducing the comprehension routine, explaining, “Putting information together as you read builds new understanding,” and “Every new section should grow your thinking.” The educator establishes a cumulative framework—“After Section 1: What do I understand? / After Section 2: What does this add? / Final: Biggest shift”—and shows that “the understanding grows from left to right.” During instruction, the educator pauses after each section before writing the combined understanding, allowing students to observe how comprehension develops across the text before applying the same process during guided practice and independently, thus synthesizing their understanding. Students record how their thinking changes, determine “which section changed my thinking the most,” explain how new information shifted their understanding, and reflect on how comprehension evolved throughout reading. The lesson concludes by reinforcing that “combining information is not something that happens at the end of reading. It happens throughout,” emphasizing that children develop comprehension through a cumulative process, rather than isolated responses.

The materials provide instruction in English and Spanish for reading comprehension by teaching students to construct evidence-based inferences using multiple details from the text and to evaluate the strength of supporting evidence. For example, in the Deep Dive lesson “Reading Between the Lines,” the educator introduces the layered inference process by explaining, “Today we are making layered inferences. Instead of one clue, look for three or more details that point to a conclusion together.” The educator then models the comprehension strategy using the framework “Detail 1 + Detail 2 + Detail 3 + What I know = Inference.” During modeling, the educator reminds students to “gather three details” before drawing a conclusion and teaches them to evaluate evidence by distinguishing “strong,” “moderate,” and “weak” support. The educator shows how to gather multiple details, explains how the evidence supports an inference, identifies the strongest supporting evidence, and models evaluative thinking by asking, “Could these same details support a different reasonable inference?” Throughout guided practice, students apply the modeled process by constructing layered inferences, rating the strength of their evidence, justifying their reasoning, and considering alternative inferences supported by the same textual evidence. The lesson concludes by reinforcing that “layered inferences take time. You need three details that together build the case,” emphasizing educator modeling before independently applying inferential comprehension skills.

Evaluation for 8.3b
Materials include opportunities for students to practice reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) with a variety of grade-level texts in alignment with the grade-level TEKS as appropriate for the program's stated purpose.

The grade 4 materials give students opportunities to engage in comprehension practice at multiple levels across literary and informational texts. In “La ciencia que nos rodea,” students identify the central idea and summarize key scientific concepts (literal comprehension), analyze cause-and-effect and describe organizational patterns (inferential comprehension), and explain how scientific information helps readers understand the world (evaluative comprehension). In “El mural perdido,” students identify figurative language, infer Maya’s and Leo’s motivations, and support their responses with evidence explaining why preserving the mural is important. In “La noche en que las estrellas se detuvieron,” students make predictions, infer how historical events affect the characters’ decisions, and evaluate the author’s purpose for writing the historical narrative.

The materials provide systematic instruction in reading comprehension by sequencing students’ understanding from initial comprehension to comprehension through cumulative synthesis across multiple sections of informational text. In the Deep Dive lesson “Put It Together,” the educator helps students activate their background knowledge before introducing the comprehension routine, explaining, “Putting information together as you read builds new understanding,” and “Every new section should grow your thinking.” The educator establishes a cumulative framework—“After Section 1: What do I understand? After Section 2: What does this add? Final: Biggest shift”—and demonstrates that “understanding grows from left to right.” During instruction, the educator pauses after each section before writing the combined understanding, allowing students to observe how comprehension develops across the text before applying the same process during guided practice and independently synthesizing their understanding. Students record how their thinking changes, determine “which section changed my thinking the most,” explain how new information shifted their understanding, and reflect on how comprehension evolved throughout reading. The lesson concludes by reinforcing that “combining information is not something that happens at the end of reading. It happens throughout,” emphasizing that comprehension develops through a cumulative process, rather than isolated responses.