Literacy Path – 5th 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 in 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 5 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 5 EOY scope and sequence lists the specific TEKS aligned with each passage and assessment activity. The materials align TEKS 3D, 6H, 8A, 8C, 9A, and 10D 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 5” 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 5,” 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 5 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 5 materials provide formative and summative assessments appropriate for the supplemental program. For example, in the Implementation Guide, section 2 identifies 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 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 the 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 5 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 5 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 5 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 IEP goals, and that 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. Guidance in “Supporting All Learners” includes a table titled Supports Aligned to IEP Goals and Specially Designed Instruction (SDI), which 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 5 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 5 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 5 materials provide specific implementation guidance for state-approved bilingual and 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 5 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 the program’s 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 program 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 5 materials provide direct vocabulary instruction using multiple strategies. The “Spanish Word Map Guide” 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 that educators can 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: avanzados” resource requires students to explain terms in their own words as well as engage with Spanish-language vocabulary through definitions, examples and non-examples, and visual representations. Students also identify examples and non-examples that demonstrate understanding of the target vocabulary. These materials provide multiple strategies for teaching word meaning and support deeper vocabulary development.

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

The grade 5 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 5 materials contain vocabulary selected for student instruction that features both tier-two and tier-three academic terms. For example, 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, synonym and antonym analysis, 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 5 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 contains 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 5 materials provide students with opportunities to practice using morphemic analysis to determine word meanings. In the Resource Library, the grade 5 Spanish Deep Dive educator resource activity “Crack the Code: Roots” (TEKS 5.3C) gives students opportunities to practice morphemic analysis through guided practice and student application. Students work with Greek roots such as geo- and photo, identify the meanings of each root, and apply these meanings to determine the meanings of unfamiliar words such as geothermal and telephoto. Students then practice with additional examples and word combinations while educators reinforce the strategy and prompt students to apply root meanings to infer whole-word meanings. This evidence shows that students have opportunities to practice using morphemic analysis in order to determine word meanings by breaking words down into morphemes, identifying morpheme meanings, and combining morpheme meanings to infer word meanings.

The materials provide further resources and activities for students to practice using morphemic analysis. For example, the “Morphemic Analysis” resource offers practice opportunities in which 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 5 materials provide instruction and educator modeling that incorporate contextual analysis to help students determine word meanings. In the Resource Library, the grade 5 Deep Dive educator resource activity “Context Detective” (TEKS 5.3B) explicitly teaches students to use a two-move strategy by first examining clues within the same sentence and then using surrounding sentences to confirm the most relevant meaning of unfamiliar and multiple-meaning words. During phase 1, educators model the strategy through think-alouds and explain that the context beyond the sentence narrows down the possible meanings. Educators demonstrate this process with the word substantial, compare possible meanings, and visibly eliminate less accurate meanings after examining evidence from the rest of the passage. Students learn to evaluate meanings rather than accepting the first definition that comes to mind. This evidence shows that students receive explicit educator modeling and opportunities to use surrounding text to determine and confirm word meanings through contextual analysis.

The materials explain how to use contextual analysis to determine word meaning, as aligned with relevant grade-level TEKS. 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 figure out the meanings of unfamiliar SLAR words.

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 5 materials provide students with opportunities to practice using contextual analysis to determine word meanings. In the Resource Library, the grade 5 Deep Dive educator resource activity “Context Detective” (TEKS 5.3B) provides educator modeling and guided practice using clues within and beyond a sentence to determine the relevant meanings of unfamiliar and multiple-meaning words. Educators model a two-move framework in which students first analyze clues within the same sentence and then use information from surrounding sentences to confirm or narrow down the most relevant meaning. Students analyze words such as substantial, critical, and perspective; evaluate multiple possible meanings; cite sentence evidence supporting their conclusions; and explain why alternate meanings do not fit the context. Students record sentence numbers, providing key evidence and justify their reasoning using information from across the passage. These opportunities enable students to engage in repeated practice using contextual analysis in order to determine word meanings and support independent application of inferential reasoning.

The materials give students opportunities to practice using contextual analysis to determine word meaning in alignment with the appropriate grade-level TEKS. The “Examples and Non-Examples” strategy engages students in analyzing how vocabulary words are used in different situations and contexts. Students study examples and 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 5 materials provide authentic, high-quality literary and informational texts in Spanish that expose students to culturally and historically relevant topics. For example, students read the tall tale “Pecos Bill y el magnate del ferrocarril,” the historical narrative “La cabalgata nocturna de una niña valiente,” and the informational science text “Modelando la tierra: viento, agua y hielo.” These texts include sophisticated vocabulary, engaging content, and well-developed organizational structures that support grade-level literacy instruction.

The materials provide opportunities to read complex texts across multiple genres. Students analyze how organizational structures support understanding in “Modelando la tierra: viento, agua y hielo,” evaluate which opening details make readers want to continue reading “Pecos Bill y el magnate del ferrocarril,” and analyze conflict and historical context in “La cabalgata nocturna de una niña valiente.” These informational, literary, and historical texts require students to analyze the author’s craft, text-based structure, and evidence, demonstrating both textual complexity and variety.

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

The grade 5 materials offer a variety of high-quality texts at different levels of complexity, progressing from an accessible historical informational passage to a paired set of argumentative and literary texts that require greater integration of ideas across genres and perspectives. The BOY informational selection “De colonia a constitución: cómo América encontró su voz” presents historical events in chronological order while introducing academic social studies terms and concepts such as Declaración de Independencia, Artículos de la Confederación, Constitución, and Carta de Derechos. The text builds historical knowledge through a clear sequential organizational structure. In contrast, the EOY text set pairs the argumentative article “¿Deberían los estudiantes poder diseñar sus propios salones?” with the literary narrative “El plano del salón,” requiring students to integrate ideas across genres. The argumentative text presents claims, counterclaims, supporting evidence, and a balanced conclusion, while the literary narrative develops the same theme through dialogue, character development, and inference. Together, these selections demonstrate increasing textual complexity through more sophisticated organizational structures, multiple perspectives, cross-text synthesis, expanded academic vocabulary, and greater knowledge demands.

The scope and sequence documents an intentional progression of textual complexity across the instructional year through the BOY, MOY, and EOY instructional bands. The grade 5 Resource Library further supports this progression by identifying each selection with its grade level, the aligned TEKS, language, textual difficulty, and instructional placement. Across the reviewed collection, students engage with a variety of high-quality literary and informational genres, including historical informational passages, realistic fiction, argumentative texts, paired text sets, and other informational and literary selections. The instructional library demonstrates increasing complexity through texts that require analysis of multiple perspectives, the integration of ideas across genres, and deeper conceptual understanding. 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 contains increasingly complex literary and informational texts 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 5 informational text “Cómo la guerra civil cambió a los Estados Unidos – Parte A” provides students with opportunities to explore significant historical events while examining multiple perspectives related to the Civil War, slavery, and the nation’s history. The text promotes understanding of historical events that have shaped diverse communities and encourages students to connect history to broader societal issues.

The informational text “El espíritu de Texas – Parte A” reflects the diverse cultural and historical experiences that contributed to the development of Texas by highlighting the roles of indigenous peoples, explorers, immigrants, and early settlers. The text promotes understanding of multiple perspectives while helping students build connections to Texas history and identity.

Evaluation for 8.2a
Materials activate or supply background knowledge.

In grade 5, the materials provide resources that activate or supply background knowledge. The daily student routine features a structured, responsive instructional 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 meant to facilitate educator-led, small-group interventions that frontload information. Additionally, a dedicated vocabulary suite contains instructional scripts and student graphic organizers, such as concept word maps and oral language production activities. 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 also establish both content and language objectives and connect students’ home languages to new concepts through cross-linguistic transfer. These planned supports build the knowledge students 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 offers opportunities to pre-teach unfamiliar vocabulary before students encounter the reading selections. The program features educator-guided Deep Dive lessons and a Vocabulary Resource Suite for educators to deliver instruction through 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 5 materials provide instruction and guided practice in using contextual analysis to determine the meanings of unfamiliar vocabulary in connected text. In the “Context Clue Detectives” Quick Boost lesson, the educator introduces the contextual analysis strategy before students read independently by explaining, “When I do not know a word, I look at the words and sentences around it to help me figure out what it means.” The lesson models the strategy through an educator think-aloud by temporarily concealing the unfamiliar word abandoned and reasoning, “Broken windows and dusty rooms are clues that no one has lived there,” before concluding, “Abandoned must mean empty or left behind.” Students then engage in guided practice by identifying context clues, explaining how evidence from the surrounding sentences supports the inferred meaning, recording their reasoning on the “Estrategia de Pistas del Contexto” organizer, and independently applying the modeled strategy to figure out the meanings of unfamiliar words such as travesía, monótona, and intransitables in connected texts.

The materials give students opportunities to practice using contextual analysis in order to determine the meanings of unfamiliar vocabulary in connected texts. In the “Read Around It” Deep Dive vocabulary lesson, students read an informational passage and apply contextual analysis to figure out the meanings of unfamiliar and multiple-meaning words using clues within the sentence as well as beyond the sentence. Students determine the meanings of sedimento, erosionó, corriente, and orilla by identifying the context clue type and recording “lo que la palabra significa aquí” based on the passage. Students then explain how the surrounding sentences contributed additional meaning for words that required beyond-sentence analysis, identify whether they successfully used contextual analysis to figure out all four words, and reflect on their use of the strategy. These activities require students to rely on contextual evidence rather than memorized definitions to determine word meanings.

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 5 materials give students opportunities to practice using contextual analysis to determine the meanings of unfamiliar vocabulary in connected texts. For example, in the “Context Detective” Deep Dive vocabulary lesson, students apply a two-move contextual analysis process. First, students identify clues within the sentence. Next, they use information beyond the sentence to determine the relevant meaning of unfamiliar and multiple-meaning words. Students analyze the practice passage and figure out the meanings of crítica, perspectiva, and considerable by recording context clues, selecting the meaning that fits the passage, and explaining why alternate meanings do not fit. Finally, students reflect on when the beyond-sentence context changed or confirmed their thinking, and write a short passage that uses a different meaning of a multiple-meaning word for a classmate to solve using contextual evidence.

The materials provide students with scaffolded opportunities to practice contextual analysis through a hint feature embedded in vocabulary questions. Rather than providing definitions, the hints prompt students to return to the surrounding text, analyze nearby words and sentences, and use context clues to infer the meaning of unfamiliar vocabulary before selecting an answer. Examples include prompts such as “¿Qué hacen las tortugas con sus huevos? Los ponen en algún lugar,” “Mira cómo Noah compartió lo que pensaba sobre los churros,” “¿Cómo ayudan las oraciones cercanas a explicar el significado de la expresión?” and “Enfócate en las palabras alrededor de ‘propósito’ en la línea 13.” These scaffolded prompts provide students with opportunities for repeated practice using contextual analysis across grade-level texts.

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 5 materials offer systematic reading comprehension instruction in English as well as Spanish by sequencing students’ understanding of dramatic structure, from identifying structural elements to explaining their functions and comparing how drama and prose communicate meaning. In the Deep Dive lesson “It’s a Play / Es una obra de teatro,” the educator introduces four structural elements one at a time, stating, “There are four elements. Let me show you how to explain each one” before modeling acts, scenes, character tags, and stage directions. During instruction, the educator explains that “acts often end at a turning point,” “a scene is a smaller division within an act,” “the character tag replaces that narration entirely,” and “stage directions do that work instead.” Students then locate examples using the “exact words from the text” explain the function of each structural element, compare dramatic structure with prose, and conclude by answering the question “How do stage directions do the work that narration does in prose?” This progression helps students move from identifying text-based structures to explaining their purpose, comparing genres, and synthesizing how structural choices contribute to comprehension, resulting in an understanding of the text.

The grade 5 materials offer instruction in English as well as Spanish for reading comprehension by modeling how readers make, confirm, correct, and adjust predictions using text-based features, genre, and textual structure. For example, in the Deep Dive lesson “Predict and Check,” the educator introduces the strategy by saying: “Hoy utilizarás tres herramientas para hacer predicciones antes de leer. Estas herramientas son los elementos del texto, el género y la estructura del texto.” The educator models making predictions based on boldface terms and headings, naming the routine as a text-structure prediction. During guided practice, students record their predictions, the outcomes, and supporting evidence. Students then evaluate whether their predictions have been confirmed, corrected, or adjusted and reflect on how textual evidence informs their understanding.

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 5 materials give students repeated opportunities to practice reading comprehension at the literal, inferential, and evaluative levels across grade-level texts. In “Context Detective,” students read an informational passage about a city council decision and determine the meanings of the multiple-meaning words crítica, perspectiva, and considerable by identifying context clues and confirming the most appropriate meaning using evidence from the passage. Students cite the sentences that support their conclusions and explain why alternative meanings do not fit the context, requiring inferential and evaluative reasoning. In “Structure Spotlight,” students identify organizational patterns such as chronological, problem/solution, compare/contrast, and cause/effect; infer how each structure supports the author’s purpose; and justify their responses with textual evidence. In “The Power of Problem & Solution,” students identify the problem and proposed solution in persuasive texts before evaluating how the author’s organizational choices strengthen the argument. Across these activities, students practice literal comprehension by identifying explicitly stated information, inferential comprehension by drawing conclusions from textual evidence, and evaluative comprehension by analyzing and supporting their interpretations with evidence.

The materials provide opportunities to practice comprehension across a variety of grade-level text types aligned with grade-level TEKS. Students engage with informational, persuasive, and science texts that represent multiple organizational structures and genres. For example, “The Power of Problem & Solution” contains persuasive texts such as “Should We Start a School Garden?,” “¡Mantengamos nuestros pasillos limpios!,” and “Ayuda con la tarea para todos,” while “Structure Spotlight” includes a chronological informational text (“The History of Skateboards”), a problem/solution text (“Una mejor manera de entrar a la cafetería”), a compare/contrast text (“Lápices vs. teclados”), and a cause/effect science text (“Por qué los arrecifes de coral están en problemas”). Across these varied texts, students identify explicit details, make inferences, evaluate the author’s purpose and organizational choices, and support their responses with textual evidence, providing opportunities for repeated practice with reading comprehension skills aligned with grade-level TEKS.