Program Information
Mosaico, Grade 2
SLAR: Phonics Grade 2
IMRA 2025
Commissioner Recommended
Publisher: Curriculum Associates, LLC
Copyright: 2026
Series includes:
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS Student % | TEKS Teacher % | ELPS Student % | ELPS Teacher % |
|---|---|---|---|---|
| Grade 2 | 100% | N/A | N/A | N/A |
Criteria for Quality
Rubric Section 1
Implementation Quality
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
96% (25 out of 26 points)
Evaluation for 1.1a
The materials include a year-long scope and sequence of concepts for literacy instruction located in the Guía del maestro. The learning sequence provides a six-unit breakdown where each unit (unidad) is taught in five weeks. The learning sequence chart includes guidance on print awareness, phonological awareness, phonics, word work, spelling, handwriting, vocabulary, and fluency. The Texas Essential Knowledge and Skills (TEKS) are found in the materials. The scope and sequence does include explicit references to the TEKS. It outlines instructional skills and concepts by week and unit and identifies the corresponding grade-level standards. As a result, the alignment to the TEKS can be verified through the scope and sequence.
Evaluation for 1.1b
The materials include pacing for 30 and 36 weeks, and show a schedule for the weeks of instruction. They provide a weekly implementation for 30 and 36 weeks to support effective implementation for various instructional calendars. The "Plan semanal" for each unidad offers a clear overview of the skills covered in each sesión (session). They specify key objectives and foundational skills such as phonological awareness, letter recognition, phonics, and print concepts. Sesión 5 of each week in the Guía del maestro includes formative assessments tied to that week's instruction. At the top of each plan, suggested instructional time and required materials are also indicated, supporting effective implementation for various instructional calendars.
Evaluation for 1.1c
The Guía del maestro includes "Bases científicas y componentes del programa" under the materials section for the teacher. It states that 30 lessons cover fundamental skills, what materials are included, and how to utilize them. It provides a weekly structure and explains connections between concepts learned throughout the course. The materials state the research behind each component and unidad order that explain how concepts connect throughout the course. They describe the structure of the units and weekly layout, showing how the skills and texts are integrated. The texts are thematic and organized around weekly topics aligned to grade-level content, which supports a coherent weekly instructional focus. The materials include an explanation of how concepts connect throughout the entire course.
Evaluation for 1.1d
The materials include teacher guidance for unit and lesson internalization by giving scripts and guidance using pictures to introduce concepts, how to connect to the unit themes, making predictions, and reviewing. For example, the "Componentes del programa" pages summarize the teacher and student materials in Mosaico: Fundamentos. They include a Guía del maestro, foundational skills resources such as "Tarjetas de sonido y ortografía," "Tarjetas de articulación," articulation videos, Cuaderno del estudiante, read aloud, and shared reading texts. The materials provide a "Plan semanal" with the sequence of each component to be taught each week. The materials suggest instructional routines for teachers to use when teaching the unidad. Each "Plan semanal" includes sequenced activities with teacher notes that guide the demonstration of routines, student engagement in the routine, and opportunities for assessment. The materials also include suggestions for differentiation when students need additional support. In Unidades 4–6, lessons reinforce previously taught words, connect learning to the texts, and assess students' understanding of the unit theme, supporting lesson-level internalization.
Evaluation for 1.1e
The Biliteracy Implementation Guide for School and District Leaders suggests resources for instructional leaders to assist teachers in lesson planning. For example, in the "Sample Session Pacing" for Mosaico: Fundamentos, Unidad 1, Sesiones 1–5 provide teachers with a list of lesson content, including "Phonics Read Longer Words," "Word Classification," and "Phonics," each with instructions for 8–10 minutes. The Biliteracy Implementation Guide for School and District Leaders enables leaders to support teachers with "The Language Link Framework." For example, this framework tool, along with instructions, offers practical guidance for promoting cross-linguistic transfer between Spanish and English. The Mosaico materials contain units with linguistic guidance for teachers and lessons based on the linguistic focus areas: phonetics and phonology, morphology, syntax, and grammar. Prompts guide teachers to allow approximately 15 minutes of instruction to deliver one or more language link lessons. The prompts suggest the lesson can occur after the unit's summative assessment or at any point throughout the unit. Another example of guidance suggests teachers create an anchor chart with the students during the lesson.
Evaluation for 1.2a
The materials include academic vocabulary for each unidad, clearly indicated in the Guía del maestro as vocabulary to be introduced at the beginning of each Unidad. The vocabulary becomes increasingly rigorous as the program progresses. For example, in Unidad 1, words focus on the theme of friendship, while in Unidad 6, the vocabulary relates to erosion, with terms such as característica and cañón. Additionally, words transferable to English cognates are marked with an asterisk to support cross-linguistic connections. The Guía del maestro includes an "Estructura de una unidad" that provides an overview of the weekly skills and the integrated themes, offering a general framework for what is taught throughout the unidad. The "Plan semanal" gives teachers an overview of previously taught concepts, strategies, and academic vocabulary at the beginning of each unidad. The Guía del maestro includes an overview that states the key objectives for each "Sesión," such as phonological awareness, letter recognition, and print awareness. For example, Semana 6, Unidad 2 consists of the student objectives for teacher reference, including decoding words with ga, go, gu, gui, and gue, recognizing compound words, reading high-frequency words, and reading with accuracy and expression.
Evaluation for 1.2b
The materials include a progress letter for parents, written in both Spanish and English, which indicates how students are progressing with the program and how parents can continue to support students' skills at home. For example, parents are prompted to have students play with letters by forming letters or words with foods, such as beans, rice, or pasta. Instructions also include having students play with sounds by saying a word and challenging them to think of rhyming words. The Guía del maestro includes teacher guidance with a sequence of what they should do during each sesión. There are a total of five sesiones per week. For example, the "Estructura de una semana" practices previously learned skills. Sesión 2 reviews the concepts learned in Sesión 1. Sesión 4 plans a review of concepts learned in Sesión 3. Letters for families are included in both Spanish and English. For example, the letters inform parents about spelling to help students connect letters to sounds—like a mirror to phonics. Parents are instructed that concepts of print build students' understanding of how books and print work. Activities are suggested, like parents reading to students to help them learn.
Evaluation for 1.3a
The Guía del maestro lesson plans include a list of materials to support instructional activities, references to assessments that determine content objective mastery, tasks, and activities with specific instructional routines to develop skills, which include multiple practice opportunities and reteaching. For example, the "Como funciona Mosaico" section describes a variety of formative weekly assessments in reading and writing, as well as guidance for the next instructional steps in the "Pasos siguientes de instrucción." The materials include a detailed lesson plan with differentiated activities, engaging questions, and a check for understanding. Evaluation at the end of each week is included, as well as templates to record the individual students' scores.
Evaluation for 1.3b
Materials include a suggested schedule with two options for each lesson component. The materials include weekly plans with lesson overviews, suggested timing for each element, and materials necessary to deliver the lesson. The Guía del maestro describes teacher and student materials in each weekly lesson introduction in the "Plan semanal" with information on which materials aid student learning. The materials include guidance and recommendations for the suggested timing of lesson components: 20 minutes for phonological awareness and phonics, 30 minutes for reading aloud, shared reading, and print awareness, and 45 minutes for sounds and word work. It also includes a note for other suggested small-group instruction pacing based on the available time.
Evaluation for 1.3c
The materials guide the pacing and instructional routines based on student performance on formative and summative assessments throughout instruction. They provide suggestions on differentiating for students in varying levels of mastery as an extension or enrichment. For example, the "Tiempo sugeridos de enseñanza para grupos pequeños" section provides teachers with tips on using the "Comprobar" section in each lesson as a formative assessment and digital resources to support differentiation. The Cuaderno del estudiante workbook has a section titled "Repasemos," organized by week, providing opportunities to revisit previously taught content. The materials include explicit suggestions and structured guidance on incorporating it into extended learning beyond the core lesson.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
3 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.
3 out of 3 points
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days - 165, 180, 210).
2 out of 2 points
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
6 out of 7 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS).
6 out of 7 points
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
96% (25 out of 26 points)
Evaluation for 2.1a
The materials include formative assessments in Sesión 5, conducted weekly after Sesiones 1–4. For example, after teaching Sesiones 1–4, "On palabras con b y v," the evaluation will assess words with b and v. The Guía del maestro in Sesión 5 of each week includes a formative assessment, an individual evaluation of reading, and a written evaluation. A recording sheet for results is provided, and a "Comprobar" feature allows teachers to determine if students have met the objective unit assessments. The materials do include diagnostic assessments that vary in types of tasks or questions. The Guía del maestro includes summative assessments, such as weekly assessments and unit assessments. For example, Sesión 5 for each week comprises various types of tasks, asking students to identify sounds and letters and write words and sentences. The unit tests vary in format with some assessments, "Evaluaciones," being administered to the whole group while others are individual. The materials include "Evaluaciones de la unidad," which are designed to measure mastery of the specific skills taught throughout the unidad. These unit assessments are scheduled every five weeks. Formative assessments are built into the program and occur every five sessions. For example, the Guía del maestro includes whole-class written evaluations, individual reading assessments, and an optional oral evaluation. The materials include formative, summative, and diagnostic assessments that vary in types of tasks or questions.
Evaluation for 2.1b
The Guía del maestro, "Instrucción personalizada" section provides teachers with explanations about the intended purpose of the instructional assessments. For example, students will first complete lessons on foundational skills, such as phonological awareness activities where they segment and combine sounds using visual cues. Students progress to phonics lessons, focusing on decoding words through phonics exercises, and finally advance to comprehension passages and questions. The Guía del maestro includes a table under the section "Posibilidades de evaluación formativa" that explains each assessment tool, including how the assessments can be used and why they are essential. This section also refers to cumulative assessments, known as "Evaluaciones de la unidad," and provides guidance on how to implement them effectively. The Guía del maestro defines the formative assessments and the intended purpose of each type of instructional assessment. Definitions are provided for formative assessments, which are written and read individually under each section.
Evaluation for 2.1c
The Guía del maestro includes guidance for administering both an "Evaluación semanal" and an "Evaluación de la unidad" to monitor student progress and support instructional planning. In the "Recursos para el maestro" section, there is a dedicated area for assessments that provides step-by-step instructions for administration, scoring procedures, and next steps for whole-group instruction. For example, teachers are guided to use student self-monitoring tools. This section also includes tracking forms, tips for efficient administration, and scoring guidelines for both written and individual evaluations (before, during, and after each assessment). The materials provide scripted weekly assessments called "Evaluación semanal" divided into four parts: a whole-class written assessment, an individual reading assessment, and an optional oral reading evaluation. The "Evaluación de la unidad" follows the same sequence and design as the "Evaluación semanal," maintaining consistency in how assessments are administered throughout the program. The Guía del maestro provides answer keys at the end of each week to ensure accurate and consistent scoring of the assessments instead of relying on administrators' interpretation. For example, the answer key for Semana 12 includes images of the Cuaderno del estudiante pages with answers for teacher reference. The materials in the Guía del maestro provide teachers with a numbered list of instructions on what to do during the weekly assessment. For example, the materials include a "Consejo" section that helps teachers with instructions on how to proceed for each section of the assessment. The "Consejo" also provides scripts to ensure the administration of those assessments is consistent and aligned with the learned skills.
Evaluation for 2.1d
The Guía del maestro includes formative and summative "Evaluaciones de la unidad" assessments that are aligned with the objectives listed for each lesson. Instructions are provided to guide teachers on when to administer assessments concerning specific lesson goals. The assessments reflect the content and skills emphasized in the lessons and Unidades. For example, students are assessed on word patterns that include h, gue, gui, güe, and güi as part of the weekly phonics instruction. The assessments are clearly connected to lesson and unit objectives, and the specific TEKS associated with each lesson are explicitly identified within the assessment materials. Weekly formative assessments and summative assessments after each unidad are aligned with the objectives of the course, lesson, and unidad, and identify the TEKS assessed. The Guía del maestro includes formative checks (at the end of each sesión) and summative assessments (at the end of each week). For example, the items are aligned with the daily and weekly objectives as outlined in their instructional matrix, including a direct mention of TEKS alignment.
Evaluation for 2.1e
The Guía del maestro provides instructional assessments that align with the objectives outlined in each lesson. The assessments demonstrate an increasing level of complexity as students transition to more advanced tasks. The materials provide assessments that support instruction with the TEKS listed expressly in the assessment items and teacher instructions. The materials include a formative weekly assessment in the Guía del maestro, such as asking students to listen and write the words, progressing to asking to listen and write the "Superpalabras" and sentences. Under "Comprobar," assessments with questions of varying levels of complexity are present. The materials identify the TEKS aligned with the instructional evaluations. The Guía del maestro provides an assessment at the end of each unit, which includes a writing assessment for the whole class and a reading assessment for each student. The writing assessment consists of two parts: connecting letters and sounds, and writing letters. The reading assessment consists of three parts: identifying letters, reading aloud from a text, and completing print awareness tasks. The guide provides instructions on what the teacher should do and say (blueprint), including optional parts. The alignment to TEKS is directly stated.
Evaluation for 2.2a
The materials' instructional scoring information is used to guide the interpretation of student performance. In the Guía del maestro, the teacher uses the "Pautas de puntuación" to determine how to score a student's response. For example, if the sound /c/ is assessed and the student writes /k/ but reads it aloud correctly, then it is not considered an error. The "Seguimiento constante del progreso de los estudiantes" includes suggestions on what steps to take after the assessment. For example, after the "Evaluación semanal," teachers record the scores in the "Registro de evaluación semanal." This enables teachers to use the scoring information and interpret the student's performance. The materials instruct teachers to refer to the "Pasos siguientes a la instrucción" to make the following instructional decisions based on the student responses. According to the Guía del maestro, for example, if students make mistakes writing the wrong letter or sound in Parte 1, teachers should compare it to Partes 2 and 4. If a pattern of errors is identified, teachers provide additional instruction that focuses on sounds and syllables.
Evaluation for 2.2b
The materials guide the use of included tasks and activities to address student trends in performance on assessments. In the Guía del maestro, for example, in Parte 2: "Escribir Superpalabras," if the student produces incorrect sounds, the teacher should compare the results with "Parte 1." If a pattern is observed, the next steps in "Parte 1" should be followed. The materials guide the teacher on using the included tasks and activities to address student trends in performance on assessments. For example, in the "Evaluación opcional de la lectura, Parte 5, leer palabras," the teacher should use "Parte 5a" for the whole class and "Parte 5b" for small groups. The assessment consists of the student reading some words, and if the student makes an error, the teacher will ask for an alternative word. The Guía del maestro includes "Pasos siguientes de instrucción para la evaluación escrita de toda la clase," which outlines specific next steps to take when students need reinforcement on skills evaluated during weekly or unit assessments. These include encoding words, writing "Superpalabras," and generating new written texts. For example, if students do not decode words accurately, the guide recommends targeted follow-up activities to reinforce decoding skills. These suggestions enable teachers to adjust their instruction based on assessment results.
Evaluation for 2.2c
The Guía del maestro has guidance called "Monitorear el progreso con las evaluaciones del programa" for teachers to track student progress. It includes a recording sheet for teachers to record individual and whole-class assessment data every week and make informed instructional decisions based on the data. For example, there is no evidence to support students tracking their progress and growth. The materials include tools for teachers to track student progress and growth. This evidence, as outlined in the Guía del maestro, specifically the "Registro de evaluación de la unidad," serves as a weekly tracker for Partes 1–5 of each "Evaluación de la unidad." Although the materials include tools for the teacher to track the students' progress, they do not include tools for students to track their progress. The materials include a "Registro de la evaluación semanal/de unidad" that helps track student progress over time. This tool is divided by the specific skills assessed weekly, such as decoding multisyllabic words, reading "Superpalabras," and reading fluently. It includes space to record scores from class assessments, the "Evaluación individual de lectura," and the "Evaluación oral opcional." This progress-tracking sheet allows teachers to monitor growth and identify the skills students need to master throughout the year. The materials do not include tools for students to track their own progress.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
9 out of 9 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
9 out of 9 points
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
2 out of 2 points
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
96% (25 out of 26 points)
Evaluation for 3.1a
The Guía del maestro includes teacher guidance for differentiated instruction, activities, and paired lessons for students who have not reached proficiency on grade-level content and skills. The materials include a quick check under "Comprobar" that asks if students can decode words with the letter b. If not, then the teacher is given guidance on what to do next. The teacher uses the letter cards for sound, spelling, and articulation to review the /b/ sound for the letter b. The students are to build the syllables be and bo with the letter cards. The teacher says, "Let's read this word." The teacher asks the students to identify the first and second syllables and then has them combine them to read the word. The teacher can repeat the process using words listed above "Comprobar" (e.g., barco, bosque, bache). The Guía del Maestro includes predictable routines to support students who have not yet reached grade level proficiency. In the Semana 1, Sesión 1 "Rutina para formar palabras," the teacher demonstrates segmenting words by syllables, using the word bo-ca. The students practice segmenting words and segmenting the word bo-tas. Finally, the teacher verifies whether the students can decode words beginning with b. If not, the materials suggest using sound and articulation cards, as well as "Tarjetas para formar palabras." The materials include supports in the lesson routines such as "Aplicar al texto" and "Comprobar," where instructional decisions are tailored to student responses. For example, in the Guía del maestro, Semana 17, Sesión 3, during the lesson on words with cl, after students read the "Lectura conectada" and review "Superpalabras," the "Comprobar" section suggests pairing students to reread the text collaboratively if they have difficulty reading accurately and fluently. It also recommends using the "Rutina de corrección: decodificar" to help students address and correct specific decoding errors.
Evaluation for 3.1b
The materials include pre-teaching or embedded supports for unfamiliar vocabulary. For example, in the Guía del maestro, the teacher explains that deberes is the same as tareas, before reading aloud the text "Vamos a ser amigos!" The materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). For example, in the Guía del maestro, Unidad 3, Semanas 11—15, and under "Enseñar," the materials provide the meaning of the words and sentences in the context of the unit's vocabulary: animal, ave, habitat, and oceano. The materials include embedded supports for unfamiliar vocabulary and academic language at the beginning of each unidad. Teachers are prompted to introduce vocabulary words connected to the unit theme to support students' comprehension of the texts. For example, in Unidad 4: Mira el mapa, the Guía del maestro prompts the teacher to present words such as capital, continente, isla, and país using definitions, example sentences, and illustrations. These words are introduced before students explore the unidad essential question, "¿Qué lugar les gustaría visitar?"
Evaluation for 3.1c
The Guía del maestro includes guidance for differentiated instruction. The section "Flexibilidad en tiempos sugeridos de enseñanza" provides time and rotation schedules to ensure instruction aligns with student needs, such as more phonics review or additional writing practice. These strategies apply to all the lessons in the guide. There is evidence for enrichment or extension activities for students who have demonstrated proficiency in grade-level content and skills. The materials include guidance for differentiated instruction through a section titled "Apoyo a diferentes necesidades de estudiantes: opciones de diferenciación" found under "Rutinas de instrucción: ¡Conozca las rutinas!" This section describes supports such as: "Hágalo visualmente," "Revise transferencias," "Agregue movimiento," and "Varíe las actividades." These strategies are primarily designed to support struggling students, and those who have already demonstrated proficiency. The materials do not include specific guidance or activities for enrichment or extension.
Evaluation for 3.2a
The Guía del maestro includes explicit prompts and instructional tips throughout the materials to support comprehension and phonics skills. The "Cognados" tips inform teachers on how to address similar words in English and Spanish, such as colores/colors, and información/information. The materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concepts to be learned. In the Guía del maestro, Semana 7, Sesión 4 "Palabras con ge, gi, x /j/," the materials instruct the teacher to demonstrate how to read the title of the text. The teacher reminds the students of the meaning of the words in the unidad. The teacher models how to read the first sentence before reading aloud with the students; then the students read by themselves or in pairs. If students struggle to read with precision and fluency, the teacher is prompted to use the "Rutina para combinar sílabas." The Guía del maestro includes explicit prompts and guidance to support teachers in modeling and explaining the concepts learned. For example, each Sesión begins with scripted information about the focus skill and instructions for students. In Semana 23, Sesión 2, there is detailed guidance on modeling and applying the process of changing a phoneme to form a new word. For example, there is a modeling and applying example, such as saying soy and replacing the /s/ with /h/ to form hoy. There are an additional five words to follow the same routine, such as rey to ley.
Evaluation for 3.2b
The Guía del maestro gives teachers guidance and recommendations to deliver effective lessons and facilitate the use of a variety of instructional approaches. The materials include information and descriptions on the use of Universal Design for Learning (UDL), to ensure variety in instructional design and facilitation. For example, the "Diseño universal de aprendizaje" section emphasizes the importance of incorporating a range of kinesthetic activities to foster engagement, representation, action, and expression. The materials include teacher guidance and recommendations for effective lesson delivery. In the Guía del maestro, Semana 3 Sesión 3, in the section "Clasificar palabras," teachers are guided to remind students that one way to learn about words is to examine their similarities and differences to classify them in groups. The teacher is guided to draw a two-column table with headings "Palabras con r fuerte" and "Palabras con rr." In "Demostrar," the teacher is guided to write the word ratón and divide it into syllables: ra-tón. The teacher is to say, "I see that the first syllable /ra/ starts with r. I am going to write ratón under the column 'Palabras con r.'" The teacher is guided to repeat the word arroz and model how to write it under the column labeled "Palabras con rr." The teacher asks the students what sound they hear in the syllable -rroz Students respond with /rr/ /o/ and /z/. The teacher then says, "I am going to write the word arroz under the column 'Palabras con rr.'" In "Aplicar," students classify the words and place them under the right column: ropa, arriba, corres, rodilla, arruga, enreda, jarra, and rima. The materials provide embedded lesson structure guidance for effective lesson delivery. In the Guía del maestro, Semana 19, Sesión 2, under "Análisis de palabras," the lesson begins with a "Consejo para el maestro" that recommends reviewing familiar prefixes and suffixes such as des-, in-, im-, -ería, and -ísimo. The lesson provides scripted teacher prompts to guide instruction and clarify meaning. For example, the teacher models how to form the word joyería from joya, explaining the change in meaning. During guided practice, students identify additional examples. For those students who need extra support, the teacher is prompted to provide small-group instruction with words like imperfecto, perfecto, and perfectísimo to reinforce recognition of affixes and their function. Students who are ready to work independently or with a partner practice in their Cuaderno del estudiante. This structure supports lesson delivery across varied instructional settings.
Evaluation for 3.2c
In the Guía del maestro in "Plan semanal," teachers are given guidance under "Planificar apoyos para los estudiantes." Teachers are guided to use the information from the assessment from the previous week and the section "Pasos siguientes de instrucción" to make adjustments that support each student. Teachers are to review the instructional routines to differentiate instruction. This structure is applied to every lesson in the curriculum. The materials support multiple types of practice. In the Guía del maestro, Semana 18, "Combinación consonántica br," "Formar palabras," the materials instruct the teacher to create a list of words that include br. As a whole-class activity, the list is completed. The teacher asks individual students questions about the meaning of words and their use in sentences. The students work collaboratively and review their work in pairs. Finally, if students struggle with writing correctly the words with br, the teacher uses the "Tarjetas para formar palabras."
Evaluation for 3.3a
The materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual programs through the Biliteracy Implementation Guide for School and District Leaders. The guide describes the key components of biliteracy instruction in K–2 bilingual classrooms and outlines implementation strategies aligned with dual-language program goals. The Guía del maestro section "Componentes del programa" outlines a model on how each instructional component is used within the bilingual classroom context. This section helps teachers understand how to implement lessons aligned with dual language models by providing structured sequences for phonics, vocabulary, and comprehension. It also highlights key routines, such as "Aprender letras y sonidos" and "Lectura conectada," and includes specific recommendations for scaffolding instruction for emergent bilingual students. This embedded guidance supports teachers in adapting their instruction to meet the diverse language proficiency needs of students. The Guía del maestro materials provide implementation guidance for teachers for effective material use in the bilingual program. For example, instructional supports, such as cognates and linguistic transfers, are incorporated throughout the curriculum lesson plans. In Semana 21, Sesión 2, there is a "Cognados" tip that highlights that the words transforma and experimento are almost identical in English and Spanish, and that these words convey the same meanings.
Evaluation for 3.3b
The materials include embedded guidance for teachers to support emergent bilingual students in making cross-linguistic connections through oral and written discourse. In the Guía del maestro, for example, under "Fonética: Palabras con sílabas cerradas con b," in Semana 14, Sesión 3, there is a section called "Transferencias" where teachers are given guidance to tell students that the letter b is pronounced /b/ in English and Spanish in any position in the word. The example words given are obtener and obtain. The materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary and making cross-linguistic connections through oral and written discourse. For example, in Semana 29, Sesión 3, "Palabras con hiato con tilde en la u," "Leamos!," "Visita al Gran Cañón," the teacher reminds the students that during the reading text, they will listen to the word increíble. The word means the same as incredible in the English language. Students are informed that the pronunciation and the written form are very similar.
Evaluation for 3.3c
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
3 out of 3 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
3 out of 3 points
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
2 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
4 out of 4 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
4 out of 4 points
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
2 out of 2 points
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
3 out of 3 points
3.3 Support for Emergent Bilingual Students
3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
3.3b
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 1 points
Evaluation for 3.3c
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.
0 out of 1 points
Rubric Section 4
Phonics Rule Compliance
Materials comply with state requirements for explicit (direct) and systematic phonics instruction.
Total
100% (31 out of 31 points)
Evaluation for 4.1a
The Guía del maestro "Secuencia de enseñanza" presents a structured progression that builds on previously taught concepts. For example, instruction begins with letter-sound correspondences such as b versus v and gue versus gui, and later progresses into more complex vowel patterns, including diphthongs and hiatuses. This sequence supports the gradual development of phonics knowledge. The materials include systematic and sequenced instruction of phonics skills. The systematic instruction of phonics in the Guía del maestro, for example, in the "Plan semanal," teaches new skills on days one and three. Days two and four are used as spiral practice of the skills previously taught. For example, in Sesión 1, students learn words that contain the letter x. In Sesión 2, students practice and apply words with x by reading "Lectura conectada." In Sesión 3, students learn words with cc. In Sesión 4 students practice and apply this new knowledge by reading "Lectura conectada." Finally, in Sesión 5, students practice and apply this knowledge in the "Repaso acumulativo." The materials include systematic and sequenced instruction of phonics skills. In the Guía del maestro, the "Plan semanal" consists of a section titled "Enfoque de la fonética," which highlights the phonics skill students will work on each week. For instance, in Semana 16, Sesiones 1–4, students focus on consonant blends such as fl and gl. Also, the "Secuencia de enseñanza" section provides information on each component for all 30 weeks. For example, Semana 10 ,Sesiones 1–2 includes a phonics focus on words with gue and gui and a word analysis of al and del contractions. This regular planning supports a developmentally appropriate sequence of phonics instruction across the year.
Evaluation for 4.1b
The Guía del maestro provides teacher-guided routines for phonics skills in isolation, including scripts and guidance for modeling each skill and monitoring student progress. Semana 7, Sesiones 1–2 include activities such as listening to sounds, segmenting phonemes, and forming words. For example, after writing the word, the teacher says, "Voy a leer cada sílaba ge-nial." The teacher instructs students to read and point to the syllables as they read the word. The materials include explicit and intentional opportunities for ongoing practice of phonics (sound-symbol correspondence) skills in isolation. In the Cuaderno del estudiante, during Semana 25, Sesión 3, students choose an initial syllable from a syllable bank to review the /c/ sound when followed by a, o, or u, as well as the /q/ sound. Students complete words that begin with the selected syllable. This activity supports independent reinforcement of the phonics concepts introduced during instruction.
Evaluation for 4.2a
The materials include explicit (direct) phonics instruction with teacher modeling. The Guía del maestro, for example, instructs the teacher to model the sounds of /ga/, /go/, and /gu/ by showing the "Tarjetas de sonido y ortografía" and the "Tarjetas de articulación," modeling different words that begin with the syllables ga, go, and gu. Students then practice with other words. The materials include daily lessons with explicit phonics instruction that provide teacher modeling. In Guía del maestro under "Formar palabras" in Semana 4, Sesión 1, the section titled "Demostrar" provides a script for the teacher to model how to separate syllables in words such as gusto, gato, and gorro using the syllables ga, go, and gu. The teacher models the pronunciation and blending of syllables aloud, supporting students in identifying syllable patterns before transitioning to guided practice. The Guia del maestro includes daily lessons with consistent routines for teachers to deliver explicit whole-group phonics instruction. Each week follows the same "Rutinas de instrucción," accompanied by teacher scripts, to ensure consistent and efficient instruction. For example, Semana 5, Sesión 1 includes instructions on how students can read longer words by separating them into syllables. Under the "Demostrar" section, teachers are instructed to create two columns and write the syllables he-bi-lla in column 1 and the word hebilla in column 2, and to demonstrate to students how to blend syllables while reading the complete word.
Evaluation for 4.2b
The Guía del maestro provides instruction on the type of feedback to give based on student performance. The "Rutinas de corrección" provides teachers with information on the types of encoding and decoding errors to look out for and guidance on how to correct them. For example, it provides charts with scripted tips for teachers to use when giving feedback, such as repeating the word correctly, asking the student to repeat the word, and then engaging in choral reading while monitoring their progress. The materials include daily opportunities for explicit guided instruction with guidance for immediate and corrective feedback. In the Guía del maestro, Semana 13, Sesión 3, under the "Enseñar" section of the lesson on "Sílabas cerradas con p", the script provides specific guidance for modeling and student practice. Students read words aloud with the teacher and identify syllables that end in the letter p, such as in the word captura, while the teacher provides immediate corrections as needed. The materials include guided instruction paired with structured opportunities for immediate and corrective feedback. In the Guía del maestro, Semana 25, Sesión 1 under the "Comprobar" section that follows "Demostrar" and "Aplicar," the teacher is directed to ask targeted questions to check understanding. For example, after a lesson on the letters b and v, the teacher asks, "¿Pueden los niños decodificar palabras con b y v?" The materials provide immediate follow-up steps the teacher can take if students respond incorrectly, to clarify the phonics skill before moving on.
Evaluation for 4.2c
The Guía del maestro daily lessons include opportunities for collaborative learning and independent practice. Each sesión provides students with opportunities to apply their knowledge. For instance, under the "Rutina para segmentar palabras en sílabas," the teacher provides explicit instruction. The teacher models how to segment the word into syllables, then writes the letters for each sound in the syllable. Students apply this skill with words provided to them and then practice in the Cuaderno del estudiante. The Guía del maestro daily lessons include opportunities for collaborative learning and independent practice. Each sesión provides students with opportunities to apply their knowledge. For instance, under the "Rutina para segmentar palabras en sílabas," the teacher provides explicit instruction. The teacher models how to segment the word into syllables, then writes the letters for each sound in the syllable. Students apply this skill with words provided to them and then practice in the Cuaderno del estudiante. The materials include specific guidance for collaborative work with partners to practice phonics skills. For example, in Semana 5 Sesión 4, the "Comprobar" section at the end of the lesson provides teachers with an opportunity to formatively assess whether students are reading at the appropriate pace. The materials instruct students to reread paragraphs in pairs and have one partner signal to the other if they need to read at a faster or slower pace.
Evaluation for 4.3a
The Cuaderno del estudiante includes a list of the cumulative phonics review activities for Unidades 1–3. The activities include practice exercises aligned with the phonics skills and high-frequency words for each week. For example, the Semana 3, Sesiones 1–3 in the Cuaderno del estudiante consists of activity pages where students fill in the blanks from a word bank of high-frequency words and are asked to write sentences, incorporating an r/rr word, aligned with the Semana 3 objectives. The materials include intentional practice and review of previously taught phonics elements, including decoding and encoding. The Guía del maestro, during Semana 4, Sesión 1, revisits syllables with ga, go, and gu. The teacher is guided to divide example words such as gato, golpe, and regular into syllables to reinforce prior learning. The Guía del maestro provides intentional review of the cumulative summative skills taught throughout the curriculum. For example, the "Secuencia de enseñanza" section features a chart that outlines each week's focus, based on the components of reading instruction, including phonics, word study, spelling, high-frequency words, and fluency. The Unidad 4, Semana 19 section states that the word analysis focuses on a review of prefixes and suffixes from the content of that week.
Evaluation for 4.3b
The Guía del maestro provides an opportunity for shared reading of decodable text that includes the weekly phonics skill. For example, the Unidad 1, Semana 4 lesson offers support for teachers to read with students a text titled "Nuevos Amigos." It reminds students of the explicitly focused phonics skill (words with ga, go, gu), and emphasizes high-frequency words in bold print. The teacher points to these words in bold print as students follow. The Guía del maestro gives guidance on using a list of specific words that follow the phonics focus of the daily lesson. For example, the "Rutina para Combinar sílabas" section for Semana 4, Sesión 3 provides a list of words that follow the que, qui, or k patterns. The materials offer additional practice time with a variety of words that follow the same skill. The Guía del maestro provides practice opportunities aligned to previously taught phonics skills. For example, in Semana 20, Sesión 4, the lesson on dr words includes decoding and encoding activities with words such as grado, ladrido, and madrugar. The student activities in the Cuaderno del estudiante provide structured practice of current focus skills while reinforcing previously taught syllable and letter patterns.
Evaluation for 4.3c
The Guía del maestro refers to decodable texts that incorporate cumulative practice of taught phonics skills. "Mi libro de lectura" is a set of decodable texts aligned to the phonics patterns of the week. The "Componentes del programa" section includes guidance and a description of the materials, including instructions that can be used for whole-class or small-group practice. This decodable includes weekly and unit review sounds, spelling patterns, and high-frequency words. For example, in Unidad 4, if students are learning words with bl and tl, then students will read "Verano en el campo," a decodable text with words bl and tl. The Cuaderno del estudiante includes weekly decodable text aligned to the phonics skills. The text consists of words that follow the phonics pattern, and a list of the high-frequency words taught during the week. For example, the Semana 2, Sesión 2 text features a story, "Carlos necesita ayuda," which focuses on words with syllables ca, co, and cu, and includes the week's high-frequency words. The materials provide decodable texts that enable students to apply the phonics skills they have been taught in connected reading. In the Cuaderno del estudiante, Semana 26, Sesión 4 includes the "Lectura conectada" titled "Fósiles de tiburón," aligned to the lesson on r fuerte, y, and ll. This decodable passage helps students reinforce pronunciation, decoding, and spelling patterns while reading a full text that incorporates words from the current and prior instruction, supporting long-term skill retention through contextualized application.
Evaluation for 4.3d
The Guía del maestro daily lessons provide an instructional focus with opportunities for practice both in isolation and decodable connected texts. For example, in Semana 17, Sesión 1, students are given a decodable text and then asked to underline words with the sounds /bl/ and /tl/. Students write the words in the Cuaderno del estudiante. Next, students read words and sentences with bl and tl. The materials offer weekly opportunities for students to practice phonics skills independently. For example, in Semana 20, Sesión 4, after introducing the consonant blend dr, the Guía del maestro guides the teacher to instruct the students in segmenting and decoding words such as dragón, drama, and ladrido. This phonics practice is followed by dictation, in which students write words that contain the target blend. These structured activities enable students to apply decoding and encoding skills independently and are incorporated across all lessons.
Evaluation for 4.4a
The Guía del maestro includes a variety of assessment tools that are developmentally appropriate and increase in complexity on the skills being assessed. For example, students complete assignments such as "listen and write syllables" and "listen and write sentences," but the content includes more advanced patterns, such as multisyllabic words. The "Superpalabras" section also includes more items that align with the reading and writing development expected at this grade level. The Cuaderno del estudiante includes the "Evaluación semanal," which is appropriate in length and developmentally appropriate for students. For example, the Cuaderno del estudiante has an activity where students listen to the teacher and write four words, listen and write eight high-frequency common words, and listen and write two sentences. The Guía del maestro includes two assessment tools: a whole-class written assessment and an individual reading assessment. The structure of the written evaluation remains consistent; however, the individual reading assessment features a more advanced reading passage that reflects the expected progression in phonics and fluency. For example, in the Semana 6, Sesión 5 "Evaluación de la unidad," the "Evaluación individual de la lectura" includes a paragraph with multisyllabic words that contain the letters ll and y.
Evaluation for 4.4b
The Guía del maestro includes a specific tool called "Rutinas de corrección," which serves as a progress monitoring strategy embedded within the instructional process. These routines guide the teacher through steps to address decoding and encoding errors as they occur. For example, if a student misreads or misspells a word, the teacher is provided with a script to correct the mistake while helping the student recognize patterns and self-monitor. The goal is not only to support immediate correction but also to develop students' ability to self-correct while reading and writing. The Guía del maestro assessments include an "Evaluación semanal" and an "Evaluación de la unidad" recording sheet. Teachers can use it to track class performance on tasks such as encoding sounds and words, writing "Superpalabras," and completing oral assessments. It also provides space for individual reading records. Students complete written assessments in their Cuaderno del estudiante, and the teacher scores them using the recording sheet. For example, teachers can monitor whether students can encode initial sounds or read simple high-frequency words and then plan the next instructional steps accordingly. The materials provide recording sheets for the whole-group and individual assessments. The recording sheets have a section for errors, points given, and the overall learning targets for each week. For example, the sheets include recording sections for whole-group written assessment, individual reading assessment, and an optional decoding assessment.
Evaluation for 4.4c
The Cuaderno del Estudiante provides the assessment pages for students to use during the whole-group assessment at the end of each Sesión 5. The assessment is aligned to the objectives practiced and reinforced throughout the week. For example, the Cuaderno del estudiante has pages at the end of Unidad 1, Semana 3, that show where students record their answers under the section "¡Repasemos!" Students listen and write the letters, listen and write the words, listen and write the high-frequency "Superpalabras," and listen and write the sentences. These are aligned to the Guía del maestro's progress monitoring recording sheets. In the Guía del maestro, each unidad includes a scripted "Evaluación semanal" that targets specific phonics skills introduced during that week, aligning with progress monitoring tools to track student progress over time and support the continued monitoring of previously taught skills to ensure retention and mastery. The materials include the "Evaluación semanal" and the "Evaluación de la unidad" in every unidad. These assessments focus on decoding multisyllabic words, reading high-frequency words, and reading fluency. After each "Evaluación semanal," for example, a "Pasos siguientes de instrucción" section is provided, offering guidance for the teacher on students who are not making progress. A chart is provided with suggested activities and support tips to help teachers decide how to follow up and provide extra practice for students when needed.
Evaluation for 4.5a
The materials include data management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction. The Guía del maestro includes a chart titled "Registro de evaluación semanal/unidad." Teachers use this tool to document student performance in reading fluency, writing, and oral reading skills. The chart includes spaces to track scores from the "Evaluación individual de lectura" and "Evaluación semanal." This supports teachers in identifying instructional gaps and helps plan the next steps based on student needs. The Guía del maestro includes "The Pasos siguientes para instrucción para la clase," a chart that outlines the actions teachers should take based on students' performance on the assessments. For example, the chart indicates that when students make errors while encoding written letters, they require additional instruction on sounds and syllables. The materials provide a quick assessment under "Comprobar" to track student progress and make instructional decisions to accelerate instruction. For example, in Semana 14, Sesión 4, the teacher asks the students if they recognize the suffix -ción or if they can segment words with closed syllables with the letter b. The teacher then adjusts the lessons after the assessment results.
Evaluation for 4.5b
The Guía del maestro, "Estrategias y apoyos para los estudiantes," in the front pages of the guide, provides teachers with various types of support, including strategies and examples of actions to take when students struggle with phonological awareness, phonics, or reading. For instance, included on these pages are examples that demonstrate how students need help with phonics. Teachers can use the information under "Transferencias" to help them identify that the sound the letter b makes is the same in both English and Spanish. The Guía del maestro includes the "Registro de evaluación semanal/unidad," a chart that helps teachers track how the class is performing in spelling, encoding "Superpalabras," and applying letter-sound knowledge. Teachers can analyze this data to identify common learning gaps across the group and make instructional decisions accordingly. The materials include data management tools for tracking whole-class student progress, allowing for the analysis of patterns and identification of student needs. For example, in the Unidad 6 evaluación, Semanas 26–30, parte 4: leer textos nuevos," the teacher specifies whether students regularly make spelling errors. If so, the teacher compares the results with parts 1, 2, and 3. If a pattern is observed, then the teacher reviews sounds /rr/, /y/, /ll/, /s/, /z/, /ce/, /ci/, /ge/, /gi/, /j/, /h/, /gue/, /gui/, /gue/, /gui/, dieresis, diptongos and hiatos.
Evaluation for 4.5c
The materials include specific guidance on determining the frequency of progress monitoring based on students' strengths and needs. The frequency of meetings with small groups is based on the strengths or needs of the students. For example, in "Flexibilidad en tiempos sugeridos de enseñanza," the materials state that the teacher should teach one part of the lesson to the whole class and other parts to small groups, according to the students' needs. The instructions state that the frequency of meetings with struggling students is higher than those for high-performing students. The materials include specific guidance on determining the frequency of progress monitoring based on students' strengths and needs. The differentiation found in the Guía del maestro, for example, includes challenging activities assigned to high-performance students under "Apoyo a diferentes necesidades de estudiantes: opción de diferenciación." It provides teachers with suggestions on how to differentiate instruction, such as incorporating the learning into a game, like "Empareje las sílabas." The materials guide the frequency of progress monitoring through small-group suggestions and times for intervention. For example, "Flexibilidad en tiempos sugeridos para grupos pequeños" provides a "Plan semanal" and tips on how to adjust the schedule to teach whole and small groups based on student data.
Evaluation for 4.5d
The Guía del maestro includes teacher guidance that explains how data from a progress-monitoring assessment can be used to plan small-group instruction to address learning gaps. For example, "Flexibilidad en tiempos sugeridos de enseñanza" states that teachers should prioritize meeting with students who have the highest needs most frequently and provide whole-group instruction for new concepts or those with less variation in readiness levels. The materials guide the teacher with instructions for students who are ready for the next instructional objective. It includes a list of words in line five for students who have shown mastery of concepts. For example, in Semana 22, Sesión 1, there is a box of words with varying levels of complexity to ask students to decode. It states line five is for students who have shown mastery. The materials include guidance under "Pasos siguientes de instrucción" following both the "Evaluación escrita de toda la clase" and the "Evaluación individual de lectura." The materials direct teachers to revisit lessons when students skip one or two items within a category and follow the corresponding instructional recommendations. They support instructional adjustments based on data from the "Evaluación semanal" and the "Evaluación de la unidad."
4.1 Explicit (Direct) and Systematic Phonics Instruction
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
Evaluation for 4.3b
Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
2 out of 2 points
Evaluation for 4.3d
Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.
2 out of 2 points
4.4 Assessment
4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Evaluation for 4.4a
Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
4.5 Progress Monitoring and Student Support
4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
Evaluation for 4.5a
Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Evaluation for 4.5d
Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Rubric Section 5
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
75% (55 out of 73 points)
Evaluation for 5.B.1a
In the Guía del maestro, Semana 18, Sesión 3, under "Leer palabras largas," instruction begins with the "Enseñar" section, where the teacher reviews previously introduced suffixes such as -dar, -ita, and -ísimo, and explains that longer words are composed of syllables. In the "Demostrar" section, the teacher writes the word entrevista on the board, segments it into syllables (en-tre-vis-ta), and prompts students to repeat and write the word collaboratively. During "Aplicar," students practice segmenting and reading multisyllabic words such as trabajador, trompetista, and estrellita, first in group settings and then individually. For students requiring additional support, the use of "Tarjetas para formar palabras" is recommended to reinforce syllable segmentation. These instructional routines promote the development of oral language. In the Guía del maestro in Semana 20, Sesión 4, the "Superpalabras" routine features weekly words like eso, mundo, nombre, and solo. The teacher first guides students to verify spelling and make corrections if needed. The students then read each word aloud, segment it into syllables, and use it in written sentences. In pairs, students read their sentences aloud and share them with the class. This structured routine provides repeated oral opportunities with academic vocabulary, supporting fluency and expression.
Evaluation for 5.B.1b
The materials include opportunities to engage in social communication for different purposes. In the Guía del maestro, Unidad 1 "Resumen de la unidad: Nos llevamos muy bien," under the section "Hacer conexiones," the teacher prompts students with the question: "¿Qué podemos hacer para llevarnos bien?" Students are invited to share their opinions with a partner and then with the class. This activity promotes purposeful social interaction and encourages students to share their personal values and experiences in a group setting. The Guía del maestro includes opportunities for students to engage in academic communication for different purposes and audiences. For example, the materials provide a summary at the end of Unidad 2 to review academic vocabulary and make connections with the themes, offering words such as crear, especial, idea, and imaginar, which allow students to discuss their ideas. In Semana 8, Sesión 4, there is a section for students to make connections to themselves and the topic, questions such as "¿Qué otras historias les recuerda este lectura? ¿En qué se parecen todos los personajes de los cuentos de esta semana?" In the Guía del maestro, Unidad 6, Semana 26, under the section "Introducir la unidad: La tierra y el agua," the teacher uses the Cuaderno del estudiante to prompt students to reflect and share orally. The teacher asks: "¿Conocen algún lugar que tenga una característica especial en el pasaje? ¿Por qué a las personas nos gusta dar caminatas por montañas y cañones?" These prompts allow students to share ideas using content vocabulary and to make connections between the text and real-world knowledge. This provides students with an opportunity to engage in communication for different purposes.
Evaluation for 5.B.1c
The materials include authentic opportunities for students to engage in discussion to understand information and share ideas. In the Guía del maestro Unidad 1, Semana 1, under "Introducir la unidad: Nos llevamos muy bien," the teacher guides students to open their Cuaderno del estudiante. The teacher activates student background knowledge by asking them: "¿Qué cosas pueden hacer para mostrarle a los demás que los aprecian?" and "¿Cómo se sienten cuando alguien los ayuda a resolver un problema?" These questions encourage students to listen actively to the teacher and their peers, understanding how people and characters demonstrate positive relationships. The Guía del maestro includes opportunities for students to listen, ask questions, and engage in discussion. For example, in Unidad 1 "Resumen de la unidad: Nos llevamos muy bien," under "Hacer conexiones," the teacher facilitates a class discussion around the question: "¿Qué podemos hacer para llevarnos bien?" Students are first invited to discuss with a partner and then share their thoughts with the class. This guided routine helps students explore ideas through peer interaction and refines their understanding through academic discussion. The materials include opportunities for students to engage in discussion and sharing of ideas. For example, in the Guía del maestro Semana 18, Sesión 4 Hacer conexiones, the materials include opportunities where students retell the story to partners and then ask them, "What state would you like to visit and why?" Students share their ideas with their partners.
Evaluation for 5.C.1a
This guidance is not applicable to the product.
Evaluation for 5.C.1b
This guidance is not applicable to the product.
Evaluation for 5.C.1c
This guidance is not applicable to the product.
Evaluation for 5.C.1d
This guidance is not applicable to the product.
Evaluation for 5.C.2a
The Cuaderno del estudiante provides systematic instruction on the letter-sound relationships in an order that allows application to basic decoding and encoding in Spanish. For example, in Semana 1, Sesión 3, under the "Fonética" practice page, students read six words and write the name of each under its corresponding image, such as huevo, llave, oveja, vela, ventana, and uvas. This activity provides students with an opportunity to decode and encode in Spanish. In the Guía del maestro, Semana 12, Sesión 2, under "Codificar palabras," the teacher reviews words with the consonants s and l. Students listen to and write dictated words such as costa, salto, and extra. The teacher supports encoding by stretching the pronunciation of each word, syllable by syllable, and students record their spelling in the Cuaderno del estudiante. This practice reinforces sound-letter connections during guided writing. The Guía del maestro includes explicit and direct instruction introducing the letter-sound relationships for application of basic encoding and decoding. For example, in Semana 18, Sesión 1, under "Leer palabras largas," the teacher introduces the consonant blend br using a two-column chart. The teacher models how to decode syllables and read words like brazalete and diciembre. Then, students read and write syllables from the first column (e.g., a-som-bro-so) to form multisyllabic words. This explicit routine builds students' decoding skills through modeled blending and guided syllable construction.
Evaluation for 5.C.2b
The materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words. In the Guía del maestro, Semana 1, Sesión 3, under "Fonética: Palabras con v," the teacher reminds students that the /b/ sound can also be represented by the letter v. The teacher writes and reads words such as vida, vaso, and verde aloud, then models how to segment and pronounce the syllables. For example, the teacher says: "Cuando leo la palabra vivimos en voz alta, escucho tres sílabas: vi-vi-mos." The teacher continues modeling with words such as vagón and then invites students to do the same with additional words, including avena, volar, pavo, and ave. The Guía del maestro also references the "Rutina de corrección" to guide students in identifying and self-correcting common spelling and pronunciation errors with the letters b and v. The Guía del maestro includes guidance on how to connect phonemes to letters with words in Spanish, with recommended feedback for students based on common errors and misconceptions. Every session has a tip for checking for mastery. For example, in Semana 2, Sesión 6, there is a "Comprobar" tip for teachers to check if students can segment words with the phoneme /y/ in ll. It includes guidance on what to do if students have not yet mastered the objective, using the letter cards to make the word valle and then segmenting it to read it, reminding students that the two l letters will always stay in the same syllable. In the Guía del maestro, Semana 28, Sesión 3, under "Fonética: Palabras con gue, gui, güe, güi," the teacher begins by explaining that the /g/ sound in gue and gui is pronounced the same in Spanish and English, as in the word guitarra. The teacher models the pronunciation using words such as guepardo, vergüenza, hoguera, and pingüino. Students are reminded that the u is only pronounced when it has a diéresis (ü), as in agüita. The teacher emphasizes this difference and invites students to work in pairs to break the words into syllables and read words from a list, reinforcing accurate pronunciation and clarifying a frequent misconception.
Evaluation for 5.C.2c
The materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce the application of letter-sound correspondence. The Cuaderno del estudiante, for example, in Semana 3, Sesión 3, features activities where students must sort eight words into categories based on whether they contain soft /r/ or hard /rr/ sounds, such as reloj and correo. The sounds are reviewed for the current week and from previous lessons. The materials provide opportunities for students to develop decoding skills within authentic Spanish decodable connected text. In Semana 12, Sesión 4 under "Lectura compartida," students read the story "¡Medusas en la playa!" The teacher models the decoding of words ending in c, such as Héctor and doctor, and reviews the "Superpalabras de la semana." Students read chorally and identify familiar syllable patterns in context, reinforcing decoding within meaningful print. The materials include activities to reinforce through cumulative review their understanding of applying letter-sound correspondence. In the Guía del maestro, Semana 24, Sesión 1, under "Leer palabras largas," the teacher reviews words with diphthongs and triphthongs taught in previous semanas and unidades. The teacher draws two columns on the board and writes the syllables U-ru-guay in the first column. The teacher models syllable segmentation and guides students to decode each part. Then, students repeat the process, identify syllables with diphthongs or triphthongs, and build new words with similar patterns.
Evaluation for 5.D.1a
This guidance is not applicable to the product.
Evaluation for 5.D.1b
This guidance is not applicable to the product.
Evaluation for 5.D.1c
This guidance is not applicable to the product.
Evaluation for 5.D.1d
This guidance is not applicable to the product.
Evaluation for 5.D.2a
This guidance is not applicable to the product.
Evaluation for 5.D.2b
This guidance is not applicable to the product.
Evaluation for 5.D.2c
This guidance is not applicable to the product.
Evaluation for 5.D.2d
This guidance is not applicable to the product.
Evaluation for 5.E.1a
In the Guía del maestro, the lessons introduce syllables with consonant blends in a gradual progression. For example, Semana 15, Sesión 1, under "Palabras con pl," the teacher models the combination /pl/ saying: "Cuando leo la palabra plano en voz alta, escucho dos sílabas: pla-no." Then, students practice with a list of words such as soplido, placa, and planilla. In Semana 20, Sesión 1, under "Palabras con pr," the teacher models the blend /pr/ by saying: "Voy a leer la palabra primero. Escuchen las sílabas: pri-me-ro. Ahora díganme la primera sílaba." Students respond with pri. The teacher guides the students in practicing with words like prueba and prado. This sequence supports students' gradual mastery of decoding multisyllabic words containing consonant blends, progressing from blends like pl to more complex blends like pr. The materials include a systematic sequence for introducing sound-spelling patterns and syllable combinations to decode single and multisyllabic words. The Cuaderno del estudiante includes a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to decode single and multisyllabic words. For example, decoding diphthongs practice is provided in the latter part of the year, in Semana 22, Sesión 4, by reading decodable text with an emphasis on ua, ue, uo, such as luego, fue, and afectuoso.
Evaluation for 5.E.1b
In the Guía del maestro, Semana 5, Sesión 1, under "Fonética: Palabras con h," the teacher models how to read words with silent h. The script states: "Cuando leo la palabra hoja en voz alta, escucho dos sílabas: ho-ja. La primera sílaba tiene una h, que nunca se pronuncia. Entonces, solo pronuncio la vocal que viene después, o. Para leer la palabra completa, leo dos sílabas juntas: hoja." The students repeat the routine with a list of words such as humo, hamaca, and deshacer. The materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns, and this lesson supports students' understanding of silent letters in Spanish through explicit modeling and repetition. The Guía del maestro provides teacher guidance and explicit (direct) instruction for grade-level sound-spelling patterns such as consonant blends (pl, br, cl). In Semana 15, Sesión 1, the teacher reviews decoding words with pl such as plano, simple, and aplicar before beginning instruction on diphthongs. In Semana 21, Sesión 1, the teacher is instructed to write a word and separate it into syllables: "Diga a los niños que van a repasar palabras con los diptongos ai, ei, oi." There is direct teacher guidance to provide instruction for sound-spelling patterns.
Evaluation for 5.E.1c
The materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns. In the Cuaderno del estudiante, Semana 9, Sesión 3, students complete an activity in which they categorize words based on syllables that produce the /s/ sound, such as si, ci, is, and iz. Students are prompted to match each word to its correct spelling pattern using examples like mesita, cisne, nariz, and cristal. This type of sorting task provides students with repeated practice in complex syllabic structures to develop spelling accuracy in Spanish. The Guía del maestro includes a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). For example, Semana 13, Sesión 3 features the "Enseñar" section to support students in developing sound-spelling patterns, such as closed syllables with the /p/ sound. The "Demostrar" section has students practice the skill through modeling, such as "Voy a leer cada sílaba: cap-tu-ro. Ahora voy a leer la palabra entera, capturo. Digan la palabra conmigo, capturo." The "Aplicar" section provides additional practice and reinforcement through extra words and feedback as needed, including reptil, adapto, captar, and aceptar. In the Guía del maestro, Semana 27, Sesión 5, under "Repaso acumulativo: Palabras con ce, ci, s y z," the teacher is guided to use the Cuaderno del estudiante to review the target sound-spelling patterns before the "Evaluación semanal." Students are asked to read the word bank and complete sentences using words such as cigüeña and guitarra.
Evaluation for 5.E.1d
The Guía del maestro provides a variety of resources in Spanish to support students in decoding words that include taught sound-spelling patterns, both in isolation and in authentic Spanish decodable connected text that builds on previous instruction. For example, Semana 1, Sesión 3 guides teachers to support students with the /b/ sound in words with v. After writing vivimos on the board, the teacher says, "Cuando leo la palabra vivimos en voz alta, escucho tres silabas—vi-vi-mos. Para leer la palabra completa, leo las tres sílabas juntas: vivimos." There is additional practice and application through teacher modeling, shared practice, and a check for understanding. In the Guía del maestro, Semana 7, Sesión 2, during "Leer la Lectura conectada: Un regalo maravilloso," the teacher reads aloud a decodable text with target syllables such as j, gi, ge, and ja. Students follow along while the teacher emphasizes words like dibuja, julio, and ojos. After the first read, students read the story chorally and identify the taught syllables in context. This activity reinforces decoding skills by embedding taught syllable patterns in authentic, connected Spanish text. The materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation and in authentic Spanish decodable connected text that builds on previous instruction. For example, in the Guía del maestro, Semana 29, Sesión 1, under "Ortografía: Palabras con tilde en la i," the teacher introduces words with hiatos formed by accented vowels (ía, íe, ío, eí). The teacher explains that when two vowels belong to different syllables and one is accented, it creates a hiato, and says: "Cuando veo la palabra tíos, escucho dos sílabas: tí-os. Para leer la palabra completa, leo las dos sílabas juntas: tíos." Students then repeat the process with teacher modeling using additional words such as ríe and país, and take turns reading words like oír, desvío, and alegría, identifying and pronouncing the syllables separately. This activity helps students isolate and decode complex vowel combinations.
Evaluation for 5.E.2a
This guidance is not applicable to the product.
Evaluation for 5.E.2b
This guidance is not applicable to the product.
Evaluation for 5.E.2c
This guidance is not applicable to the product.
Evaluation for 5.E.2d
This guidance is not applicable to the product.
Evaluation for 5.E.3a
The materials provide a structured and authentic Spanish sequence that introduces grade-level morphemes. In the Guía del maestro, Semana 4, Sesión 4, under "Análisis de Palabras," the teacher introduces palabras compuestas using examples of words such as trabalenguas and girasol. The teacher explains that compound words are formed by combining two shorter words that, when joined, create a new word with a different meaning. In Semana 5, Sesión 4, under "Análisis de Palabras," students are introduced to the prefixes re- and des- through words like rehacer and deshacer. The teacher explains that the prefix re- means to do again, and the prefix des- means no, or the opposite. Students identify the prefixes in familiar words and begin associating them with their meanings. This early introduction lays a foundation for students to understand how morphemes influence word meaning, supporting both decoding and vocabulary development. The Cuaderno del estudiante include a systematic and authentic Spanish sequence for introducing grade-level morphemes. For example, in the Cuaderno del estudiante for Semana 2, Sesión 1, there are six images and six words in a word bank, all beginning with the letter c, and the instructions read as follows, "Lee las palabras. Escribe cada palabra debajo de la imagen correcta." In Semana 12, Sesión 1, eight words are provided to the students to be sorted into two categories: "sílabas que terminan en s/sílabas que terminan en l." This shows a systematic sequence of phonics instruction.
Evaluation for 5.E.3b
The Guía del maestro includes teacher guidance to provide explicit instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings to support decoding, encoding, and reading comprehension. For example, in Semana 5, Sesión 4, there is a scripted routine for teachers to explain and lead application of the prefixes re- and des-. The teacher explains the meaning of the prefixes and writes a sentence, "Miguel está despeinado," as an example. Then, the teacher writes three sentences to use as examples for students to apply the prefix skills to other words. Students identify the prefix and the meaning of the words, and the teacher asks the students questions such as "¿Cuál es el prefijo en la palabra destapada?" The Guía del maestro includes teacher guidance to provide explicit instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings to support decoding, encoding, and reading comprehension. For example, Semana 17, Sesión 2 includes a section "Analisis de palabras" for teachers to explain the suffixes -isimo and -isima and to explain how the suffixes change the meaning of the base words. The script guides the teacher to write the word bueno and explain to the students that they will add the suffix -isimo to the word. The materials prompt the teacher to say, "Cuando una palabra termina en vocal y le queremos agregar este sufijo, le quitamos esa vocal final. La palabra nueva que se forma es buenísimo." The materials provide additional applications and teacher-led practice with this skill by having students form sentences with new words.
Evaluation for 5.E.3c
The materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). For example, in the Cuaderno del estudiante, Semana 1, Sesión 2, "Análisis de palabras artículos" el, la, un, una según el género," the students add the four given words to the correct article, according to the género of the word. Then, to review the skill, the students write the given nouns in the corresponding column, according to the género. The Cuaderno del estudiante includes a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills. For example, in Semana 2, Sesión 4 the student workbook provides an activity where students read five singular words: hoja, luz, papel, voz, and color, and then write the plural form in its correct column, adding an s, es, or ces to form proper words. It also has a guided script for teachers to support students in forming plural words, such as mesa/mesas, papel/papeles, and pez/peces. This is a review of the skill from "Sesiόn 2" of the same week, guiding students to create sentences using the plural forms of other words. The materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills. In the Cuaderno del estudiante, Semana 17, Sesión 4 students are reminded that the suffixes -ísimo and -ísima mean muy. Therefore, the last vowel in the word is removed when the suffix is added. Then, students are asked to read the words, use them to create words with sufijos -ísimo and -ísima, and write the words in the line provided. Students then read and practice words with sufijos -ísimo and -ísima in the text "La buenísima de Boston."
Evaluation for 5.E.3d
The materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation and in authentic Spanish decodable connected text that builds on previous instruction. For example, in the Cuaderno del estudiante, students are provided with a list of words related to the current skill, plus words from earlier weeks, along with sentences to read aloud in Sesión 1, Semana 18. Then, in Semana 5, Sesión 2, the students write six words with prefixes -re and -des, matching the words next to their meanings. In the Guía del maestro, Semana 17, Sesión 4, under "Análisis de Palabras: Sufijos -ísimo, -ísima," the teacher introduces the sufijos and explains that when a word ends in a vowel and when the suffix -ísimo is added, the students need to remove the final vowel and add -ísimo. The new word is altísimo. The teacher guides students to clap for each syllable in tarde and then in tardísimo to highlight how suffixes add syllables. Students then identify the suffix -ísimo in several sentences and complete an oral routine where the students generate sentences using words with the suffixes -ísimo or -ísima. The materials include a variety of activities and resources authentic to Spanish for students to decode and encode words with morphemes in isolation and in authentic Spanish decodable connected text that builds on previous instruction. The Cuaderno del estudiante includes a variety of activities authentic to Spanish for students to decode and encode words with morphemes in isolation and in authentic Spanish decodable connected text that builds on previous instruction. For example, Semana 18, Sesión 4 includes an activity for students to read a passage, "America del Norte," with the weekly phonics focus on "palabras con br como sobre." In the "Superpalabras" section, students read sentences with missing high-frequency words and complete them using the word bank provided, which includes words such as entre, mismo, otro, and sobre. This section also provides a review of words with tr and new practice with words beginning with br.
5.B.1 Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
5.B.1c
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
5.C.1 Alphabet Knowledge (K only)
5.C.1a
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds.
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds.
0 out of 2 points
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds.
0 out of 2 points
5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (T)
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (T)
0 out of 6 points
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (T)
0 out of 6 points
5.C.1c
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (T).
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (T).
0 out of 4 points
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (T).
0 out of 4 points
5.C.1d
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (S)
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (S)
0 out of 6 points
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (S)
0 out of 6 points
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding in Spanish.
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding in Spanish.
4 out of 4 points
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding in Spanish.
4 out of 4 points
5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (T)
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (T)
2 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (T)
2 out of 2 points
5.C.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and authentic Spanish decodable connected text. (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and authentic Spanish decodable connected text. (S)
12 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and authentic Spanish decodable connected text. (S)
12 out of 6 points
5.D.1 Phonological Awareness (K-1)
5.D.1a
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables).
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables).
0 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables).
0 out of 2 points
5.D.1b
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words.
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words.
Not scored
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words.
0 out of 0 points
5.D.1c
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (T)
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (T)
0 out of 2 points
Evaluation for 5.D.1c
Evaluation for 5.D.1c
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (T)
0 out of 2 points
5.D.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (S)
0 out of 4 points
Evaluation for 5.D.1d
Evaluation for 5.D.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (S)
0 out of 4 points
5.D.2 Phonemic Awareness (K-1)
5.D.2a
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables.
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables.
0 out of 3 points
Evaluation for 5.D.2a
Evaluation for 5.D.2a
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables.
0 out of 3 points
5.D.2b
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (T)
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (T)
0 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (T)
0 out of 2 points
5.D.2c
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (T)
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (T)
0 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (T)
0 out of 2 points
5.D.2d
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (S)
0 out of 3 points
Evaluation for 5.D.2d
Evaluation for 5.D.2d
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (S)
0 out of 3 points
5.E.1 Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS.
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS.
1 out of 1 points
Evaluation for 5.E.1a
Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS.
1 out of 1 points
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)
1 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)
1 out of 1 points
5.E.1c
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (T)
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (T)
3 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (T)
3 out of 3 points
5.E.1d
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)
4 out of 4 points
Evaluation for 5.E.1d
Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)
4 out of 4 points
5.E.2 Decoding and Encoding One-Syllabic or Multisyllabic Words including Diphthongs, Hiatus, and Word Types
5.E.2a
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks.
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks.
Not scored
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks.
0 out of 0 points
5.E.2b
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (T)
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (T)
Not scored
Evaluation for 5.E.2b
Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (T)
0 out of 0 points
5.E.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (S)
Not scored
Evaluation for 5.E.2c
Evaluation for 5.E.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (S)
0 out of 0 points
5.E.2d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)
Not scored
Evaluation for 5.E.2d
Evaluation for 5.E.2d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)
0 out of 0 points
5.E.3 Morphological Awareness (1-3)
5.E.3a
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS.
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS.
Not scored
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS.
1 out of 0 points
5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)
Not scored
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)
4 out of 0 points
5.E.3c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)
Not scored
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)
3 out of 0 points
5.E.3d
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)
Not scored
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)
4 out of 0 points