Measuring Up to the TEKS Reading 3rd edition, Grade 4

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 include an explanation of the stated purpose of the supplemental program within the Teacher Edition, specifically in sections titled “Intentional Structural Design” and “Program Purpose and Components.” These sections explicitly communicate that the program aims to provide additional instruction and practice aligned to grade-level TEKS in vocabulary, fluency, and reading comprehension. This explanation states that the program’s intention is to reinforce core instruction through targeted skill development.

In addition, the materials reinforce the program’s purpose with a welcome letter outlining how the supplemental resources intend to support instruction. The letter explains that the program aims to support core reading instruction by providing TEKS-aligned practice in vocabulary, fluency, and comprehension. It also clarifies that the materials allow for flexible implementation, including whole-group, small-group, or targeted intervention settings.

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 Teacher Edition includes guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program. The “Using Measuring Up TEKS Reading to Support Core Instruction” section explains when and how educators should use the program alongside tier 1 instruction. Specifically, the subsection “When Should Teachers Use Measuring Up TEKS Reading?” provides guidance on integrating the materials to reinforce or extend core instruction and explains how to use the supplemental program alongside primary instruction.

The materials include guidance through the “Lesson Correlation to the Grade 4 Texas Essential Knowledge and Skills” chart. This tool helps educators align supplemental lessons with the specific TEKS. The chart serves as a planning resource to help educators effectively integrate the supplemental program within their existing curriculum.

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 include a scope and sequence that outlines the grade-level TEKS, student expectations, and targeted literacy skills and explains the rationale for the program’s instructional organization. The Teacher Edition includes a scope and sequence chart that correlates the TEKS to individual lessons and units, enabling educators to identify which grade-level standards additional instruction supports. The scope and sequence further breaks down the standards into skill overviews that summarize the instructional focus of each lesson and outline the progression of literacy skills across the program.

Additionally, the materials include a rationale for the design of the scope and sequence, explaining that lessons are “organized by grade-level TEKS to support additional instruction” and “sequenced to build key vocabulary.” These explanations describe how the organization of lessons centers around reinforcing literary concepts and developing skills in a structured progression aligned to grade-level expectations.

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

Throughout the materials, each unit overview includes clearly defined pacing guidance on time requirements, ensuring educators understand both the duration and frequency needed for effective implementation. The materials provide multiple pacing options, including three distinct schedules that outline lesson durations. For example, in unit 1, a three-day-per-week schedule allocates a 45-minute block for each lesson with time intentionally divided across instructional components such as “Fluency Check” and “Independent Reading” for 15–20 minutes and “Building Stamina” for 30–45 minutes. These structured time allocations provide explicit guidance on lesson duration and frequency, enabling educators to plan and deliver instruction with consistency.

Additionally, the materials include suggested pacing guidance by outlining estimated unit completion timelines. Each unit specifies the total instructional time required such as “approximately 4–5 instructional hours; 2 weeks at 3 sessions per week” contributing to an overall total of “39–45 instructional hours.” This comprehensive pacing information helps educators plan across units and maintain alignment with recommended instructional timelines, providing estimated timelines for implementing instruction.

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

Throughout the materials, the Teacher Edition provides structured support and explicit guidance to implement the materials as designed. Resources such as “Supports for All Learners” and “Types of Embedded Supports (Icons & Purpose)” outline how educators can address learner variability. The inclusion of a table that pairs icons with detailed explanations of their purpose helps educators easily identify and apply supports within instruction.

Additionally, the “Unit 2 Comprehension Strategies” offers explicit guidance for instructional delivery. The “How to Teach This Unit” section presents clearly defined best practices, including teaching lessons in a specific sequence, maintaining consistent habit prompts, requiring students to name strategies during guided practice, and using suggested delivery models. These step-by-step expectations provide guidance for instructional delivery, including lesson sequencing, habit prompts, strategy naming during guided practice, and suggested delivery models.

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

The materials include family-facing support in both English and Spanish that clearly communicates the program’s purpose and design. An introductory family letter available in both languages explains the inclusion of “Unit Family Letters” for each unit and outlines the program’s goal of providing students with additional practice in grade-level reading skills, including vocabulary, fluency, and comprehension. This communication explains the program’s purpose and how the materials support student learning.


The “Unit Family Letters,” provided in both English and Spanish for every unit, offer specific suggestions for how families can support their child’s progress at home. These resources explain on-grade-level learning goals, describe what students will learn, and offer suggestions for how families can support learning at home to encourage student success. For example, the materials encourage family members to ask their child to read aloud, engage in discussions about the text, clarify unfamiliar vocabulary, and ask questions to deepen understanding. These resources provide families with information about student learning goals and suggestions for supporting learning at home.

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 Teacher Edition contains a table that identifies each assessment’s location, purpose, and administration guidance for educators. In unit 1, lesson 1, a formative assessment consisting of multiple-choice items requires students to reference previously read texts to demonstrate comprehension. Throughout the lessons, practice question sets include similar assessments. These formative checks provide educators with ongoing opportunities to evaluate student progress in alignment with the program’s stated purpose.

In addition to the formative assessments, the “Unit Building Stamina” summative assessments aim to “measure sustained, independent application of unit TEKS across longer texts and TEKS-aligned items.” These summative assessments provide opportunities for students to independently apply the unit TEKS across longer texts and TEKS-aligned items.

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

In the Teacher Edition, the “Assessments & Progress Monitoring” section defines formative assessments as occurring during lessons and being used to guide instructional decisions, and summative assessments as occurring at the end of a unit to evaluate cumulative application of grade-level TEKS. This information identifies the role each assessment type serves within the program.

The materials further clarify the intended purpose of specific assessments through a chart titled “Types of Assessments & Intended Purpose,” which identifies each assessment type and its function within the program. For example, the chart outlines the program’s summative assessments and states that they measure students’ application of skills at the unit level and cumulatively across units. Additional guidance indicates where assessments occur within the program to clarify their intended use.

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

In the Teacher Edition, the “Assessments and Progress Monitoring” section provides an “Assessment Administration Guidelines” subsection that outlines when to administer each type of assessment and the expected time ranges. For example, educators should administer lesson assessments following instruction and students completed them independently within a specified 10- to 20-minute time frame.

The materials also provide detailed procedures for administering specific assessments such as end-of-unit fluency evaluations. The materials direct educators to facilitate multiple readings of a passage, including listening and coaching during initial readings, and to use provided prompts to support fluency development. The materials provide guidance for scoring using a rubric that outlines criteria for the warm-up read, read 1, read 2, and the scored performance. These structured protocols support the implementation and accurate evaluation of student performance.

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

Vocabulary assessments require students to demonstrate understanding across a range of cognitive demands, progressing from identifying and recognizing word meanings to applying vocabulary knowledge within connected texts and extended responses aligned to grade-level TEKS. Assessment tasks move beyond recall and recognition to require the application of vocabulary strategies and the use of context to determine meaning. This exemplifies how the instructional assessments include items at varying levels of complexity.

Fluency assessments also reflect varying levels of complexity. Throughout the program, fluency passages increase in length and complexity while requiring students to demonstrate proficiency in rate, accuracy, and prosody. The “Read Like a Fluent Reader” sections provide consistent expectations for applying fluency skills within increasingly complex texts. As students progress through the program, assessment tasks require them to apply multiple fluency indicators simultaneously as they read connected text.

Reading comprehension assessments include grade-level literary, informational, and persuasive texts accompanied by questions that require varying levels of thinking. Assessment items ask students to demonstrate literal understanding, apply reading strategies, use textual evidence to support responses, and analyze ideas across texts. Extended-response tasks further increase complexity by requiring students to explain their thinking and justify responses using evidence from the text.

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

In the Teacher Edition, the “Unit 1 Fluency Assessment” provides structured guidance for administering and scoring fluency tasks. The materials provide educators with prompts to support students’ development of phrasing, accuracy, and pacing during fluency practice. The “Scoring the Third Read” section directs educators to tracking and scoring tools that include a rubric for evaluating prosody, along with indicators for determining when reteaching is necessary.

The materials also include answer keys, scoring guidance, and item-level rationales to support the interpretation of results. Lesson-level and unit-level assessments provide answer keys and scoring guidance, while constructed-response items include scoring notes or exemplars to guide evaluation. In addition, “Building Stamina” assessments provide item-by-item rationales explaining why responses are correct or incorrect, supporting understanding of students’ errors and performance patterns.

The materials further include guidance for using assessment data to inform instructional decisions. The program states, “Assessment data are used to inform instructional decisions, identify trends in student performance, and determine appropriate reteach, reinforcement, or extension.” The materials further direct educators to “review lesson-level results to identify misconceptions before moving to the next lesson” and to “use Full-Length Practice Test results to monitor cumulative growth and adjust pacing.”

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

Throughout the program, the “Instructional Guidance” (IG) and “IG | Decision Point” sidebars offer explicit guidance on how to adjust instruction based on student outcomes. These supports include recommendations for reteaching, facilitating small-group instruction for students who require additional support, and extending “Independent Practice” for students demonstrating proficiency.

Additional unit- and lesson-level supports provide guidance for responding to assessment results. Unit-level supports such as “Instructional Next Steps (Based on Student Work)” and “Watch for Common Misconceptions” provide direction for addressing common errors and guiding skill development.

Fluency guidance directs educators to reteach using specific prompts when students demonstrate difficulty, while comprehension-focused units provide content-specific responses such as prompting students to cite textual evidence when making unsupported inferences. Lesson-embedded prompts reinforce these adjustments by guiding educators in redirecting students toward accurate skill application.

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

The materials include tools for educators to track student progress and growth and identify trends in student performance over time. For example, the TEKS-aligned “Tracking Chart” allows educators to “document mastery patterns and identify areas requiring additional instruction over time.” Educators can use the chart to collect and analyze student performance data across lessons and units and monitor progress and growth toward the program’s literacy objectives.

The materials also include tools for students to track their own progress and growth over time. For example, the “My Reading Skills Progress Chart” allows students to monitor their understanding of specific reading skills taught throughout the program. Students rate their understanding of each skill on a 3-point scale from “I am stuck” to “I understand the skill,” record completion dates, and reflect on skills they are proud of and skills they want to continue improving. The chart also allows students to record and compare results from “Building Stamina Tests” and “Practice Tests” to monitor changes in their reading performance over time. Together with the student-facing rubrics, these tools provide opportunities for students to assess their learning, reflect on their performance, and track progress and growth toward the program’s learning objectives.

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

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

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

Throughout the Teacher Edition, educators receive targeted support to scaffold learning and adjust instruction based on student needs. For example, in a lesson on using print resources to clarify word meaning, students complete a “How Am I Doing?” written reflection to demonstrate their understanding. The materials direct educators to have students who have not yet met grade-level proficiency orally discuss their learning before writing and to provide students with the sentence stem “One thing I learned about dictionaries is _____.” This guidance provides an appropriate scaffold to help students organize their thinking and demonstrate understanding while continuing to engage with the grade-level skill.

The materials also include differentiated supports embedded within lesson instruction. In lesson 4, students read short passages and sketch the mental images the text created. The “SL | Guided Concept Support” sidebar directs educators to model the difference between identifying descriptive words and forming a mental image. The guidance further recommends that students first draw their mental image and then identify the words that contributed to it. These supports provide educators with specific strategies to address misconceptions and reinforce understanding for students who have not yet reached proficiency, ensuring they receive additional guidance as they work toward grade-level expectations.

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

The materials include educator guidance for differentiating instruction for students who have demonstrated proficiency in grade-level skills. The “Supports for All Learners” section defines advanced learners (AL) supports as extensions that deepen thinking beyond-grade-level expectations and provide guidance for implementing these supports within instruction. This guidance includes applying strategies in more complex contexts, engaging students in tasks that require explanation and comparison, and transferring skills across texts and tasks, thereby supporting increased rigor in content and process for proficient learners.

The materials also include embedded AL activities within lessons, extending learning through more complex application and output. The materials identify these activities for students who have demonstrated proficiency and require higher-order thinking such as analysis, synthesis, and transfer. For example, lesson 1 directs students to choose a word from a passage and create a dictionary-style entry that includes syllabication, pronunciation, part of speech, and a context-specific definition, followed by an explanation of how the definition differs from a standard dictionary entry. This task requires students to apply and extend vocabulary knowledge in a more complex context, demonstrating increased rigor and supporting differentiated instruction based on proficiency.

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

The “Guidance for Specially Designed Instruction (SDI)” section explains how educators can adapt instruction to address disability-related needs while maintaining access to grade-level TEKS. The guidance distinguishes among scaffolds, accommodations, modifications, and SDI and explains that SDI involves adapting the content, methodology, or delivery of instruction to address a student’s individualized needs. The materials provide lesson-specific examples of how educators can adapt instruction using existing program resources. For example, educators receive guidance for pre-teaching strategies, reducing vocabulary load, isolating individual steps within multistep tasks, and front-loading background knowledge while maintaining grade-level learning objectives.

The materials also provide educator guidance for adapting instructional methodology and delivery based on students’ individualized disability-related needs. For example, the guidance recommends increasing instructional explicitness, segmenting lengthy texts, providing distributed practice opportunities, establishing explicit error-correction routines, adjusting response modes, modifying instructional groupings, and adjusting instructional schedules or personnel. The materials also provide a grade 4 student example that demonstrates how educators can connect a student’s present levels of performance and disability-related needs to specific adaptations in content, methodology, and delivery. Additionally, the materials provide guidance for monitoring progress and documenting student growth within the program. These resources provide educators with specific guidance and examples for adapting instruction to address the individualized needs of students receiving special education services.

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.

Lesson materials provide scripted language, questioning prompts, and facilitation guidance that directly support educators in modeling how to use print or digital resources to determine word meaning, syllabication, and pronunciation within specific lesson contexts. For example, lesson introductions include scripted “Real-World Connection” prompts that guide educators in modeling the application of vocabulary strategies using a specific text. These prompts support educators’ think-alouds and provide clear direction for explaining and demonstrating skills during instruction.

The materials also include embedded IG that supports educators in modeling and explaining concepts consistently across lessons. IG features provide explicit direction at key instructional decision points, including identifying common misconceptions, monitoring students’ responses, and determining when to pause and reteach. For example, in lesson 2, the “IG | TEKS Focus” sidebar includes a specific prompt directing educators to maintain focus on two distinct assessed skills and to redirect discussion if it shifts toward general vocabulary strategies. The program regularly includes these supports, as well as guidance tied to specific lesson content, ensuring that educators can readily model concepts and address misunderstandings during instruction.

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

The materials include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches embedded within lessons. Activities such as the “Picture It! Mental Image Gallery Walk” include step-by-step facilitation guidance for implementation in which educators introduce the concept, organize students into groups, guide them through a gallery walk to create visual representations, and facilitate comparison and reflection through discussion and written responses. This structure integrates collaborative learning, visual representation, discussion, and independent reflection within a single activity.

The materials include lesson-embedded guidance that supports facilitation across varied instructional formats. Unit 3, lesson 9 provides educators with structured opportunities and guidance to implement whole-group discussion, small-group work, partner analysis, collaborative tasks, and independent reflection. For example, students engage in small groups to retell scenarios from different perspectives, work in partners to analyze text excerpts, and participate in class discussions supported by chart creation. Implementation guidance that demonstrates consistent support for effective lesson delivery and facilitation accompanies these varied instructional approaches.

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

The materials include educator guidance on recommended instructional structures to support effective implementation across lessons. In the unit 1 overview, the “How to Teach This Unit” section provides explicit recommendations for structuring instruction using whole-group, small-group, partner, and independent formats. For example, guidance directs educators to deliver core instruction to the whole group, use “Guided Instruction,” “Independent Practice,” and “Assessment” for small-group reteach or extension, and implement “Fluency Practice” and “Building Stamina” activities for independent or partner application. These recommendations provide a framework for organizing instruction across multiple delivery structures aligned to lesson components.

The materials also include lesson-embedded guidance that reinforces the use of varied instructional structures within daily instruction. For example, unit 3, lesson 9 recommends the introduction of content through whole-group instruction, followed by “Guided Instruction” that allows students to engage with texts independently or in pairs. The materials direct educators to provide time for independent processing before facilitating whole-group review that includes discussion, correction, and extension. These structured transitions between whole-group, partner, and independent learning provide consistent guidance for implementing instructional structures that support student understanding.

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

The materials include educator guidance for providing linguistic accommodations differentiated by English language proficiency levels and embedded within lesson-level instruction. These supports tie to specific content objectives and provide distinct scaffolds for students at varying stages of language development. For example, in lessons focused on determining and clarifying word meanings, the materials direct educators to provide Spanish cognates and pre-reading anchors to support vocabulary access for beginning and intermediate students. For advanced students, the materials increase linguistic expectations by prompting students to predict word origins and verify their reasoning using reference tools. These differentiated supports are content-specific and require students to engage with academic language at increasing levels of complexity.

The materials also include differentiated linguistic supports that promote increasing the use of academic language across varying levels of English language proficiency. In lesson 2, the “EB | Vocabulary and Concepts” and “EB | Responding to Questions” supports provide scaffolds for beginning and intermediate students, including cognate previews and sentence frames to support structured responses. For example, the materials direct educators to preview the Spanish cognates contexto and homófono and provide sentence frames such as “The word _____ in the story means _____ because the author says _____.” For advanced students, the materials increase language demands by requiring students to explain context clues and identify multiple types of context clues in their responses. These differentiated supports reflect increasing levels of language complexity and support students in using progressively more sophisticated academic language.

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 “Implementation in State-Approved Bilingual and ESL Programs” section explains how educators can integrate the program into bilingual and ESL instructional settings while maintaining fidelity to program-model requirements. The guidance addresses instructional placement, pacing, scheduling, language allocation, and home-language supports. For example, the materials explain how the program fits within the instructional day across different program models and provide guidance for maintaining language separation in dual-language settings, strategically using “Spanish Connections,” and supporting transfer between home-language literacy instruction and English-language instruction. The materials also provide implementation guidance across program models, including recommendations for teaching “Preview Words,” supporting transfer through consistent language routines, and adapting instruction for students whose home language is not Spanish.

The materials also provide model-specific recommendations and instructional considerations for multiple state-approved bilingual and ESL program models. For example, the guidance identifies instructional components to emphasize and addresses language use, staffing considerations, pacing, assessment, and progress monitoring practices for each program model. The materials explain how educators can use resources such as the “Tracking Chart,” “Fluency Practice Tracker,” and “My Reading Skills Progress Chart” in bilingual and ESL settings and provide recommendations for coordinating instruction across educators when students receive instruction across languages or service models. Additionally, the materials provide guidance for maintaining instructional continuity across settings, determining which lesson components educators should provide in specific instructional contexts, and supporting students with linguistic accommodations during assessment and progress monitoring. These resources provide educators with specific implementation guidance for effectively using the materials in state-approved bilingual and ESL programs.

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

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

Evaluation for 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).

In the Teacher Edition, the unit 1 scope and sequence includes a “Teacher Move” column that identifies vocabulary strategies such as using print and digital resources, identifying synonyms and antonyms, and analyzing example clues to support word meaning. These instructional routines provide structured guidance for introducing and reinforcing vocabulary concepts throughout the unit.

Students receive direct instruction on context clue types, including definitions, synonyms, antonyms, and examples, through clear explanations and modeled applications. Students analyze the multiple-meaning word spring across several sentences and use context to determine its meaning in each example. The lesson guides students to apply context clues, analyze examples, and discuss word meanings using multiple strategies to develop vocabulary knowledge.

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

In the “Lesson Planner,” the “Words to Know” section introduces students to tier 2 vocabulary such as context and relevant with definitions that support understanding and application across reading and academic tasks. The educator guidance and student-facing materials reinforce these words throughout instruction, providing students with multiple opportunities to discuss and apply the vocabulary in varied contexts.

The “Words to Know” section also introduces tier 3 vocabulary such as guide words and digital text, which support students’ understanding of lesson concepts and vocabulary strategies. The materials define these terms and integrate them into instructional activities that require students to use both tier 2 and tier 3 vocabulary to support comprehension and skill development.

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

In the unit 1 text “Jesse Owens—Champion Athlete,” students encounter targeted vocabulary such as medals, wrench, exceptional, and soared and apply context clues to determine word meaning. The educator guidance directs educators to monitor students’ use of vocabulary strategies, and follow-up questions require students to analyze and explain word meanings using concepts such as dictionary entries, prefixes, suffixes, and homophones. Subsequent texts, including “Puffins, Clowns of the Sea,” reinforce these vocabulary concepts by requiring students to apply prefixes, synonyms, antonyms, and dictionary skills in new reading contexts.

The Teacher Edition embeds additional vocabulary practice through structured instructional routines. In the “Activate Prior Knowledge” activity, students co-construct a chart identifying context clue types, including definitions, examples, synonyms, antonyms, and descriptions, and revisit these terms throughout the lesson. In the “Understanding the TEKS” and guided practice sections, students read, discuss, and apply vocabulary terms such as definition, synonym, antonym, and example in oral and written responses. Guided practice activities require students to identify context clue types within passages and apply vocabulary knowledge across varied instructional contexts.

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.

In lesson 3, the “Understand the TEKS” section provides direct instruction on root words, prefixes, and suffixes, followed by guided practice using a suffix and root chart where students generate examples. Students then apply this knowledge independently by analyzing word parts to determine the meaning of the word photographer, demonstrating a clear progression from explanation to application.

The materials also provide structured opportunities for students to develop understanding of morphemic analysis through interactive and educator-guided activities. In the “Activate Prior Knowledge” section, activity 1 explicitly teaches that words can be broken into meaningful parts, with students identifying prefixes, roots, and suffixes in words such as unhappy, replay, and hopeless. In activity 2, students combine word parts to form new words and explain how each part contributes to meaning, reinforcing explicit instruction through modeling, guided questioning, and hands-on practice.

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.

During guided instruction with the story “Lucia Scores a Goal,” students decompose words such as breathless, overshoots, and autograph by identifying root words and affixes and using those parts to determine meaning. Students respond to targeted questions that require them to analyze how prefixes and suffixes contribute to word meaning, providing multiple opportunities to apply morphemic analysis within connected text.

In the “Activate Prior Knowledge” section, students analyze words such as unhappy by identifying prefixes and root words and discussing how each part changes meaning. Students then use word cards to sort prefixes, roots, and suffixes and combine word parts to create and analyze additional words. These activities provide repeated opportunities for students to apply morphemic analysis while determining word meaning across multiple examples.

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 Teacher Edition provides guidance within a lesson on using context to determine word meaning, including scripted explanations and discussion prompts that identify context clue types, including definitions, synonyms, antonyms, and examples, and explain where to locate clues within and across sentences. For example, educators guide students to determine the meaning of artifacts using surrounding text and prompt students to explain their reasoning, reinforcing the process of using contextual analysis to determine word meaning.

The Student Edition provides explicit, student-facing instruction that models how to use contextual analysis in varied contexts. Students analyze multiple sentences containing the word spring and receive explanations of how specific context clues support each meaning. For example, guidance explains how surrounding details indicate that spring means “water bubbling out of the ground,” modeling how contextual information supports word meaning.

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.

In lesson 2, during “Guided Instruction” with the story “Kids on the High Seas,” students analyze words such as symbiotic by identifying and using surrounding context clues to determine meaning. Students underline unknown words, circle relevant clues, and identify the type of context clue such as a definition requiring them to both apply and name the strategy. Additional prompts direct students to locate clues within the text and determine word meanings based on those clues, providing repeated practice with contextual analysis in connected text.

At the conclusion of lesson 2, students analyze how a character uses contextual analysis to determine the meanings of unknown words by identifying and explaining the steps taken. Students respond to prompts that require them to describe the process and apply the same steps to determine the meanings of new words.

Evaluation for 6.1a
Materials include modeling of fluent reading (including rate, accuracy, and prosody).

In the Teacher Edition, in the “Intentional Instructional Design” section, the “Unit Fluency Check” and “Independent Reading” routine outlines the fluency practices used throughout the program. Educators first model a non-example by reading word by word without expression and then rereading the passage with appropriate phrasing and expression. This routine allows students to distinguish between nonfluent and fluent reading behaviors.

Additional guidance supports fluency modeling throughout instruction. The materials direct educators to “model one reading that is word-by-word and expressionless, then read smoothly with phrasing and expression.” Before students practice independently, educators read sentences from the passage and model the pronunciation of “tricky words or phrases” to support accuracy. The materials also direct educators to prompt students to read smoothly to develop rate, reread sentences correctly to improve accuracy, and use expression that matches the text to build prosody.

Evaluation for 6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.

At the end of unit 1, the fluency practice “Finding the Real Treasure” begins with educator modeling, followed by a warm-up word list containing words such as attic, unusual, gasped, and discovered that students read aloud multiple times. Students then read practice sentences derived from the text, providing opportunities to develop fluency at the phrase and sentence level before engaging in extended reading tasks.

Students also practice fluency with connected texts through repeated-reading routines. In unit 2, students read the passage “The Iditarod Trail Sled Dog Race” multiple times using educator modeling, whisper reading, partner reading, and a final independent reading. Students engage with targeted vocabulary and sentence practice before reading the complete passage and use self-assessment routines to reflect on rate, prosody, and expression.

Evaluation for 6.1c
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.

At the end of each unit, students engage in fluency passages that vary by genre, including the narrative text “Finding the Real Treasure” in unit 1 and the informational text “The Iditarod Trail Sled Dog Race” in unit 2. These fluency routines require students to read and reread texts while practicing with different text types and purposes.

Additional fluency practice occurs in later units through varied literary and informational texts. In unit 3, students read “Rainy Day Fun,” a literary narrative that includes dialogue, while in unit 4, students read “Becoming a Dwarf Planet,” an informational science text. Students read and reread these texts as part of the fluency routine.

Evaluation for 6.1d
Materials include a variety of texts at different levels of complexity.

In unit 1, students read “Finding the Real Treasure,” which includes vocabulary such as attic, faded, and mystery and uses simpler sentence structures that support early fluency development. In contrast, unit 3 includes “Rainy Day Fun,” which features vocabulary such as dreary, disappointed, and aimlessly, incorporates dialogue, and includes more sophisticated sentence structures that require students to engage with increased syntactic and linguistic complexity.

The materials also include informational texts that vary in complexity across units. In unit 2, “The Iditarod Trail Sled Dog Race” includes vocabulary such as official, mushers, athletes, and commands and uses simpler sentence structures, while in unit 4, “Becoming a Dwarf Planet” incorporates vocabulary such as astronomer, international, and telescopes and includes more complex sentence construction.

Evaluation for 6.1e
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).

In the “Fluency Practice” routine, the educator wraparound guidance provides prompts during the “Warm-Up” and “Listen and Coach” sections to monitor and respond to student performance in accuracy, rate, and prosody. Educators listen for miscues, model the correct reading of challenging words or phrases, and prompt students to reread for smoothness and adjust expression to sound more natural. Additional guidance in the “Support as Needed” section directs educators to have students reread and self-correct errors before rereading entire sentences.

The Teacher Edition also includes a “Fluency Practice Tracker” and rubric that guide educators in evaluating expression, phrasing, smoothness, and pace during repeated readings. Educators observe and record student performance, note miscues, and use the data to plan follow-up instruction. The rubric includes space for anecdotal notes and prompts educators to identify next instructional steps based on student performance.

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).

In unit 2, lesson 7, students read the Philippine folktale “Firefly and Ape,” a narrative that requires them to analyze characteristics of the genre and determine underlying meaning. Students then read “Life Aglow,” an informational text that requires analysis of text structure, including compare-and-contrast and cause-and-effect relationships, as well as evaluation of scientific vocabulary to support comprehension. These text selections are free of spelling and grammatical errors and require students to apply higher-level thinking to interpret meaning and analyze structure.

Students also engage with complex literary texts that broaden exposure to additional genres and perspectives. In “When Raven Soared,” students read a myth that introduces a different literary structure and cultural context. The text requires students to analyze character actions, events, themes, and the author’s message while applying grade-level comprehension skills. These learning experiences require students to interpret layered meaning, track events, and analyze ideas across literary forms, providing access to multiple text types and increasing complexity across the program.

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

In lesson 4, students read the historical fiction text “Bouclé, Blanche, and Rouge,” which presents a linear plot, clear sequencing, and descriptive language that support comprehension and visualization. In a later lesson, students read “When Raven Soared: A Trickster Myth,” which introduces increased complexity through cultural references, genre conventions, and the need to interpret characters, events, and underlying themes. These texts require students to engage with increasingly sophisticated ideas and structures as they progress through the materials.

Students also engage with texts that vary in complexity across genres and units. In unit 3, students read “The Perfect Friend,” a science fiction text with linear plot development, dialogue, and clear thematic elements that support comprehension. In unit 4, students read “Cowboy from Head to Toe,” an informational text that requires analysis of a central idea, supporting details, and author’s purpose while incorporating domain-specific vocabulary and more complex organizational structures. These text selections demonstrate variation in vocabulary, structure, and cognitive demand, providing students with exposure to texts at different levels of complexity.

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

In lesson 6, students read the literary text “Amiga,” which follows a young boy named Carlos who receives a burro for his birthday. The text presents authentic cultural elements, including Spanish terms such as hacienda, huevos rancheros, and burro and reflects experiences within a Hispanic family and community. The storyline addresses relatable themes such as disappointment and gratitude, allowing students to engage with situations that mirror real-life experiences while also providing insight into a specific cultural context.

The materials also include informational texts that connect to students’ experiences and expand their understanding of diverse ways of life. In unit 4, lesson 18, students read an informational text about cowboys that includes specialized vocabulary and details related to clothing and daily life. The text explains how clothing served functional purposes and connects historical practices to modern relevance. This content builds background knowledge about historical and regional experiences while providing students with opportunities to consider perspectives that may differ from their own.

Evaluation for 8.2a
Materials activate or supply background knowledge.

The Teacher Edition includes an “Activate Prior Knowledge” section before each lesson that provides educators with activities designed to connect students’ prior experiences and existing knowledge to new learning. For example, in a lesson on generating questions, students participate in an activity in which they view an image that is initially covered, then partially revealed, and finally fully uncovered. At each stage, students generate questions about the image and discuss how their questions change as additional information becomes available. Students then work in groups to generate questions about additional images before, during, and after viewing details. The educator connects the activity to the lesson objective by explaining that generating questions before, during, and after reading helps readers deepen understanding and identify important information.


The materials also activate background knowledge before independent reading selections. For example, in lesson 6, before students read “House Made of Newspaper—Read All About It!,” the Teacher Edition directs educators to ask, “What do you predict this selection will be about when you read the title?,” “Do you think this selection is fiction or nonfiction?,” and “What can you predict from the illustration?” These prompts encourage students to draw on prior knowledge about genre, text features, and settings before reading. Students examine an illustration of a house and garden accompanied by the caption “The Paper House in Pigeon Cove, Massachusetts,” which prompts discussion about the setting and supports connections between students’ existing knowledge and the text.

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

The materials include pre-teaching of unfamiliar vocabulary through a structured “Preview Words” routine provided before students read instructional passages. The educator materials explain that “Preview Words” include unfamiliar nouns, domain-specific words, and words whose meanings students cannot readily determine from context. For example, before reading, educators introduce words such as livestock, saddle-bronc, bareback, veterinarian, agriculture, and instinct. The materials provide student-friendly definitions, examples from the text, visual supports for selected terms, and guidance for explicitly teaching the words before reading. This routine prepares students to understand unfamiliar vocabulary that may affect their comprehension of the text.

The materials provide educators with a consistent instructional routine for pre-teaching unfamiliar vocabulary before reading. Educators say each word aloud, provide a student-friendly definition, read the sentence from the passage that contains the word, and conduct a “Quick Check” to verify students’ understanding before they encounter the word in the text. The “Preview Words” pages also include visual representations for selected terms and opportunities for students to demonstrate their understanding through brief oral or physical responses. For example, students identify examples and nonexamples, demonstrate actions, or respond to comprehension prompts related to word meanings. These routines provide explicit opportunities for students to learn and interact with unfamiliar vocabulary before reading.

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.

In unit 1, lesson 2, activity 1, educators define context clues and explain how surrounding sentences provide meaning for unfamiliar words. Educators model the process by directing students to identify clues within a sentence containing the word whisk, prompting them to analyze words such as chef, blend, and ingredients. The educator guides students to determine meaning through structured questioning that connects context to word meaning.

The materials also provide explicit instruction through educator-guided discussion and scripted support that reinforce how to apply context clues in different situations. In the “Critical Thinking” section of the same lesson, educators use scripted prompts to guide students in analyzing multiple-meaning words using contextual analysis. For example, students examine the word high and determine its meaning based on context, distinguishing between meanings such as “open ocean” and “distance from the ground.” These guided explanations and modeled examples provide direct instruction on how to use context clues to determine word meaning.

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.

In the lesson on using context to determine word meaning, students engage with a guided practice passage and respond to multiple text-embedded questions that require them to identify and use context clues. For example, students determine the meaning of the word voyage by underlining clues in surrounding paragraphs and explaining how those clues support meaning. Students complete similar tasks multiple times within the lesson, requiring them to analyze surrounding sentences, identify relevant clues, and apply contextual analysis to determine unfamiliar word meanings.

The materials also provide opportunities for students to apply contextual analysis through independent and extended practice tasks. In the unit 1, lesson 2, the “Independent Practice” passage “Who Turned on the Faucet?,” students respond to questions that require them to use context within the text to determine word meanings and demonstrate understanding. Additional “Critical Thinking” questions require students to apply word meanings in new contexts such as using a word in a different sentence with an alternate meaning. These tasks require students to repeatedly use context clues within and across passages.

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 units 2–4 scope and sequence outlines a deliberate progression from foundational comprehension skills such as establishing purpose, monitoring comprehension, generating questions, and making inferences to more complex skills, including analyzing point of view, summarizing texts, analyzing plot elements, evaluating details, recognizing informational text structures, and identifying an author’s claim. The aim is for educators to teach lessons sequentially, allowing students to build from literal comprehension toward inferential and evaluative thinking as skills increase in complexity across units.

The materials also provide explicit lesson-level instruction that integrates multiple levels of comprehension within a structured instructional model. In unit 2, lesson 8, instruction follows a progression of direct teaching, guided practice, and independent application. Educators model how to restate information, combine ideas across texts, and synthesize information to develop new understanding. Students then engage with texts to identify explicit information, make inferences using textual evidence, and synthesize ideas to form new understandings. These learning experiences require students to apply literal, inferential, and evaluative comprehension skills within a single lesson, demonstrating systematic and explicit instruction across multiple levels of comprehension.

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.

In lesson 6, students read “Amiga” and respond to questions that require them to identify explicit details such as the reasons Carlos wants a horse, demonstrating literal comprehension. Students also make inferences about Carlos’s feelings when he receives a burro, requiring them to combine textual evidence with background knowledge. Additional tasks ask students to evaluate character actions such as analyzing how Carlos treats his sisters, requiring students to make judgments supported by evidence from the text. In this way, this lesson exemplifies how materials include opportunities for students to practice literal, inferential, and evaluative comprehension skills at multiple levels in fictional texts.

The materials also provide opportunities for students to practice comprehension skills across multiple levels using informational texts. Following guided instruction, students read “House Made of Newspaper—Read All About It!” and respond to questions that assess literal comprehension by identifying details about materials, inferential comprehension by determining which object was created first, and evaluative comprehension by identifying evidence of creativity within the text. In a later lesson, students read “Cowboy from Head to Toe” and “Garden for a Roof,” in which they identify topics and topic sentences, form mental images based on textual descriptions, draw conclusions, and evaluate how details support central ideas. These activities provide consistent opportunities for students to practice literal, inferential, and evaluative comprehension skills across a variety of grade-level literary and informational texts.