My Reading Academy, Grade 1

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

The program’s stated purpose is to be an “adaptive pre-K through 2nd grade supplemental solution designed to create fluent, strategic English-language readers.” Its primary goal is to cultivate fluent, confident, and strategic English-language readers by providing personalized instruction that responds to each child’s individual learning needs. Through its dynamic approach, the program aims to build foundational literacy skills and foster a genuine love for reading during these crucial early years.

The scope and sequence states that the program “provides a systematic and structured approach to reading that builds from simple to complex skills.” In addition, the program states that it creates individualized learning paths for all students.

The implementation guidance states that the program supports core literacy instruction through adaptive and personalized learning experiences. The program offers targeted skill practice and progress monitoring to assist with intervention, remediation, and acceleration for early readers.

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

The Educator Center includes implementation guidance that explains how educators can appropriately use the program to support existing core reading and language arts instruction. This resource provides professional learning to integrate supplemental literacy instruction into classroom practice, reinforcing foundational reading skills and differentiated instruction within the core reading language arts (RLA) block.

The program’s “MTSS and the Science of Reading” resource offers a comprehensive overview of evidence-based implementation strategies for tier-one and tier-two interventions. It emphasizes the importance of differentiated instruction tailored to diverse student needs and directs educators to the Educator Center for guidance on effective student grouping methods and on assigning specific reading skills to individual students or student cohorts.

The Educator Center provides standards-based lesson plans designed to support classroom instruction. These plans are aligned to key literacy skills and include clear objectives, step-by-step instructional guidance, and differentiation strategies. Educators can use these resources to reinforce digital learning, support small-group instruction, and ensure alignment with the tier-one core reading and language arts program.

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

The scope and sequence, skills taught, and rationale are located in the “My Reading Academy Scope and Sequence: Pre-K Through Grade 3.” The program provides a systematic and structured approach to reading that builds from simple to complex skills. Educators using this program create individualized learning paths for all students while providing interactive, evidence-based instruction on foundational reading skills.

The Educator Center includes a section titled “Skills and Concepts” that lists all lessons in the program, along with those available through the interactive digital platform. Users can search the site by the TEKS or by specific skills to quickly find relevant instructional materials.

The TEKS Guide for My Reading Academy, Grade 1 includes guidance that aligns literacy skills and student expectations to instructional components within this supplemental program. The sequence of instruction reflects a developmentally appropriate progression in foundational literacy skills.

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

The Guide to Differentiated Instruction in My Reading Academy, Grade 1 provides implementation support through differentiated guidance, including recommendations for instructional pacing and scheduling. The guide supports educators in planning supplemental literacy instruction within the existing instructional block.

The article “How to Tell if Your Child Has Completed a Daily 15-Minute Session” guides educators on time requirements. It suggests three 15-minute sessions per week for effective implementation.

The program’s resources provide lesson plans that guide educators on instructional frequency and pacing through structures that include estimated completion times for supplemental literacy instruction and intervention activities.

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

The materials offer detailed instructional guidance, assessment and reporting resources, differentiated instruction strategies, and standards-aligned lesson plans. These tools are intended to help educators implement the program with fidelity and tailor supplemental instruction to meet both literacy objectives and students’ individual needs.

The program’s “Getting Started Teacher Checklist” page walks educators through setting up their roster, getting students signed in, assigning skills and assessments, and identifying and using data reports.

A variety of carefully developed resources aid educators and administrators in implementing the supplemental program as intended. These include comprehensive checklists for educators and administrators, guidance to ensure alignment with the TEKS, detailed scope-and-sequence documents to guide instructional progression, strategies for differentiated instruction to meet diverse learner needs, and assessment and reporting tools to monitor progress and ensure effective program execution.

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

The “Getting Started Guide” page supports families in gaining at-home access and in using the student program and the data center. It includes instructions for accessing the Caregiver Center and tips for best supporting their students. This resource is available in Spanish and in English.

Materials include family engagement resources, available in English and Spanish, that are designed to provide families with strategies to support literacy skill development and track student progress at home. These resources are intended to promote sustained reading practice and strengthen home-school connections to enhance literacy achievement.

Multilingual family support resources offer guidance on extending literacy learning beyond the classroom. These tools are designed to empower families to actively encourage reading practice at home and to foster continued student success in supplemental literacy instruction, promoting a collaborative approach to literacy development across diverse language backgrounds.

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

The Assessment and Reporting Guide explains that “after students take the placement assessment, educators can use individual student and class placement data on the Placement Report, including grade level readiness, placement by domain skills, and a list of differentiated skills that will be presented next to each student, as a baseline for curricular planning.” Materials include appropriate diagnostic placement assessments to support targeted instruction, measure educational outcomes, and enhance student learning experiences.


Educators have comprehensive assessment and reporting support that enables them to effectively monitor students’ literacy development and instructional needs. For example, the materials supply educators with formative assessment data that provides ongoing insights into student progress and dashboards that visually display growth trends and areas needing attention. Resource-matching features assist educators in aligning instructional materials with individual students’ needs. These tools are designed to help educators accurately place students into appropriate learning groups and facilitate targeted instructional support, ensuring that each student receives personalized and effective literacy instruction.

The “Support” section includes information on the program’s diagnostic placement and formative assessments, all of which meet the stated purpose of the supplemental program. The “How Does My Reading Academy Pick Which Lesson to Teach?” section explains that the program guides educators on how to determine the skills that a student has already mastered, skills a student has some proficiency in but hasn’t yet mastered, and skills a student has not yet learned but is ready to learn. After the initial in-game placement activities, educators continuously assess each student’s proficiency and adapt, as needed, to ensure they are at the right level of difficulty to ensure progress towards mastery.

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

The Assessment and Reporting Guide defines the placement assessment as “Knowledge Mapping Mode,” an adaptive assessment that identifies students’ current literacy skill levels and places students into appropriate learning pathways and instructional groups. Materials also describe continuous formative assessments as ongoing assessments embedded within the program that monitor student progress and provide real-time data through progress dashboards. The guide explains that assessment data is used to support differentiated instruction, intervention tiering, targeted literacy support, and resource-matching to student learning needs.


The Guide to Differentiated Instruction explains that the purpose of the placement assessment “is to quickly and accurately determine what each student knows and what they are ready to learn next.” Educators evaluate whether students have mastery, need additional practice, or would benefit from targeted support. They may advance students, provide another opportunity at the same level, or guide them to a prerequisite skill for reinforcement.

The “Professional Learning” resources explain that the program provides educators with adaptive placement assessments (“Knowledge Mapping Mode”) to identify students’ literacy skill levels and place them into appropriate instructional pathways. The resources also describe continuous formative assessments as embedded progress-monitoring tools that gather real-time data on student performance to support personalized instruction, differentiated learning pathways, intervention tiering, and instructional decision-making throughout the program.

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

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

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

The Assessment and Reporting Guide provides guidance on formative assessments, which include instructional assessments with a variety of item types. The program includes additional assessments such as “Immersive Interactive Readers” and “Formative Game-Based Assessments.” The “Immersive Interactive Readers” include questions to set a reading purpose and to assess comprehension. The “Formative Game-Based Assessments” include games students play to assess specific skills and learning objectives. Selected response items ask students to select the correct answer through matching, multiple-choice, and drag-and-drop.

The Assessment and Reporting Guide indicates that instructional assessments feature a diverse range of item types such as immersive interactive readers and formative game-based assessments. These varied formats are designed to engage students and provide ongoing insights into their understanding. However, there is no evidence available to verify the levels of complexity in these assessments, leaving it unclear how the difficulty of items is adjusted to meet individual students’ needs or to support differentiation.

The program features placement assessments, formative assessments, and performance-based learning pathways that respond to student readiness levels. However, explicit examples of assessment items at varying levels of complexity were not identified within the reviewed materials.

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

The “Professional Learning Course” includes tools to help educators monitor and interpret student performance. For example, “Making the Data Actionable” outlines educator-facing tools such as progress dashboards and formative assessment reporting features that support monitoring student performance over time. The course provides guidance on interpreting student data in order to make instructional decisions. However, the materials do not provide scoring information to ensure accurate scoring of instructional assessments.

Comprehensive professional learning support is designed to enhance educators’ ability to interpret assessment data accurately and effectively. For example, the “Professional Learning Course” resource provides detailed guidance on analyzing student performance and progress, enabling educators to make well-informed instructional decisions. By understanding assessment results, educators can monitor individual student growth over time and identify specific areas where students may need additional support. The supports also include strategies for delivering targeted literacy instruction responsive to each student’s unique strengths and challenges, ensuring interventions are personalized and aligned with student needs. These professional learning components equip educators with the knowledge and tools needed to optimize literacy outcomes through data-driven instruction.

The Guide to Differentiated Instruction guides educators on interpreting student performance on instructional assessments. Materials state that the Educator Center provides a “live view of student performance, showing where each learner is within the curriculum, which skills they have mastered, and where they may be struggling.” Two helpful features include the “Progress by Standards” dashboard and the “Student Stats” page. However, the materials do not provide scoring information to ensure accurate scoring of instructional assessments.

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

The Educator Center provides guidance on using the supplemental program to address student performance trends on assessments. For example, the “Power Bite–Monitor in Minutes” professional development course provides information on how to “use student usage reports to quickly spot trends, celebrate growth, and fine-tune instruction for every learner.”

The “Professional Learning Course” includes comprehensive resources such as “Success with Support Resources” that are designed to enhance educators’ ability to analyze assessment data effectively. These resources guide educators in interpreting student performance results, identifying emerging literacy trends, and making data-informed instructional decisions. The materials offer strategies for leveraging available instructional resources to tailor literacy instruction and interventions that directly address students’ individual needs. By supporting educators in using assessment insights to inform their practice, these resources promote targeted instruction and responsive teaching that aims to improve literacy outcomes for all learners.

The “PowerBite–Success With Support Resources” course provides a step-by-step tour of the program and how to navigate its features to respond to student trends in performance on assessments. The course provides educators with targeted additional lesson plans when they click on the “Extend the Learning” tab.

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

Student progress-monitoring features include a variety of interactive learning activities, engaging motivational elements, and adaptive instructional pathways. These features enable students to actively track their own progress, providing visual or interactive cues that help them recognize achievement milestones along their literacy journey. The adaptive pathways tailor learning experiences to individual student needs, ensuring that learners remain engaged and motivated while making meaningful progress. By fostering self-awareness and continuous engagement, these features help students take ownership of their literacy development and stay motivated to achieve their learning goals.

The “Measuring Mastery: Milestones in Student Progress Reports” resource guides educators on tracking student progress and growth. The program includes digital dashboards where educators can view student progress by student, group, and class and identify trends over time through graphs and charts that capture placement and formative data.

The “Making the Data Actionable” course incorporates a range of tools to help educators effectively track and monitor student progress and growth. This course highlights educator-facing resources, including detailed progress dashboards and formative assessment reporting features, that enable educators to systematically observe and document student development over time. These tools provide real-time insights into individual and class-wide literacy performance, facilitating timely interventions and instructional adjustments. The course includes comprehensive guidance on interpreting assessment data, empowering educators to analyze student trends accurately and make informed instructional decisions. Together, these tools and resources support a data-driven approach to literacy instruction, ensuring that educators can respond proactively to student needs and promote continuous growth.

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

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

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

According to the Guide to Differentiated Instruction, the program’s detailed reports and tailored recommendations empower educators to deliver targeted interventions that address individual student needs. The guide explains that students who are struggling benefit from a scaffolded instructional approach that provides step-by-step guidance and support throughout the learning process as needed. This structured strategy helps educators systematically address skill gaps, build foundational knowledge, and support students in progressing toward grade-level proficiency.

The “Professional Learning” page includes courses that guide educators on differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills. For example, the “Power Bite–Success with Support Resources” course guides educators on how to use the program’s progress reports to target specific skills, student status, and specific students who need additional support (orange circles). The course shows educators how to group students according to their progress in a given skill and how to use recommended, targeted activities for students who need more support.

The “Power Bite–Success with Support Resources” course provides additional guidance on assessing student strengths and weaknesses and offers lessons, printables, and targeted activities to meet student needs during individual, small-group, or whole-group instruction. The course highlights how educators can use support resources to provide targeted instruction and intervention for students who have not yet reached proficiency in grade-level expectations.

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

The Guide to Differentiated Instruction includes a section titled “Extending Differentiation Beyond the Screen.” This section describes how learning is extended in educator-led instruction with scripted lessons that include differentiation and extension within the lesson. Educators can use the TEKS-aligned lesson plans to target instruction for small or whole groups based on student needs and grade-level performance.

The “Educator Resources” page offers lessons across various skill areas, each supplemented with extension activities to provide additional challenges or accelerate learning. For example, the “Establishing a Purpose for Reading” lesson includes an optional extension activity that encourages students to sort book covers based on their intended purpose. These activities offer opportunities for students who have demonstrated proficiency to deepen their understanding and engage with the content in more complex ways.

The lesson titled “Comparing and Contrasting Character Experiences” includes comprehensive instructional guidance that supports educators through each component of the lesson. Additionally, the lesson includes differentiated learning opportunities to address the needs of diverse learners. For students who have demonstrated proficiency and are ready for more rigorous application, an optional extension activity encourages deeper analysis by having them select two characters from independently read texts and create a Venn diagram to compare and contrast their experiences. The lesson also includes targeted scaffolds and adaptations for students who require additional support, including specific accommodations for multilingual learners (MLLs), to ensure equitable access to grade-level content and promote student success.

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

The “Educator Resources” page includes educator-led lesson plans that provide guidance on delivering SDI for students receiving support and services through special education. For example, in the “Retelling a Story” lesson, icons indicate the Universal Design for Learning (UDL) components. This lesson recommends that educators have students go back to the beginning of the story to discuss how the problem was revealed, which helps them recall the order of events.

The materials provide educators with instructional scaffolds to support students receiving special education services through explicit modeling, repeated practice, visual supports, structured word-sorting activities, and opportunities for verbal rehearsal. For example, in the “Understanding and Spelling Different Syllable Types” lesson, educators model how students can listen for vowel sounds, identify spelling patterns, and think aloud through the spelling process. This strategy guides students in identifying and spelling different syllable types. Additional supports include highlighting vowel sounds, using syllable type anchor charts and word cards as visual references, sorting words into categories to reinforce pattern recognition, and providing repeated opportunities for students to read words aloud and explain their thinking. The lesson also incorporates UDL support by encouraging educators to model and repeat pronunciation until students can respond independently and by providing quiet workspace options for students who need to verbally rehearse words while spelling. Further scaffolds include color-coded vowels, picture supports, oral segmentation of words, pattern reference charts, and sentence frames such as “This is VCe because ___” to support student understanding and language development.

Other instructional scaffolds for students receiving special education services include explicit visual supports, guided questioning, graphic organizers, activation of background knowledge, and structured discussions with partners. For example, the “Comparing and Contrasting Character Experiences” lesson provides multiple opportunities for students to engage with the content through discussion, listening, visual representations, and written responses using a Venn diagram to organize their thinking and compare character experiences. Additional supports include using images and videos to build vocabulary and background knowledge, strategic peer pairing, and educator prompting to help students recall key details and make connections across texts. These features help break complex comprehension tasks into manageable steps and provide multiple pathways for students to demonstrate understanding. The lesson also incorporates UDL by encouraging educators to show videos or images of snow falling to support students who may need additional vocabulary or language support. Another UDL support is for educators to invite students to share what they know about going to the beach. Educators may show images or videos of people building sandcastles or swimming in the ocean to support students who may not have this prior knowledge or lived experience.

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

The “Making Inferences and Identifying Important Details” lesson includes scripted prompts and questions in bold print after the words say, ask, and explain. The “Guided Practice” section prompts educators to ask, “What clues do you see? Which detail helps us understand what is happening?” In the “Direct Instruction” section, educators explain the inferencing skill by stating that “it is important to recognize important details in a story. Sometimes the author of a story does not tell us everything. Readers use clues to make a smart guess.”

The materials support direct instruction through explanations, modeled examples, think-alouds, guided questioning, and step-by-step demonstrations of the targeted skill. For example, the lesson “Understanding and Spelling Different Syllable Types” provides clear directions for introducing each syllable type, highlighting vowel sounds, explaining how spelling patterns influence pronunciation, and modeling the process of analyzing and spelling words. The lesson guides educators to demonstrate their thinking aloud as they identify syllable patterns, sort words into categories, and explain the reasoning behind spelling choices. The lesson also includes structured opportunities for guided practice, discussion prompts, and checks for understanding that support students in applying newly learned skills before moving to independent practice.

Another example of explicit prompts is in the lesson “Identifying Similarities and Differences in Informational Text,” which includes scripted prompts and questions in bold print after the words say and ask. The “Guided Practice” section prompts educators to ask, “What are some facts we learned from the last couple pages? Are they the same as what we learned in the other book, or are they different?” In the “Direct Instruction” section, educators explain the learning objective by stating, “We are going to learn how to find things that are the same and things that are different in two books about the same topic. The topic is what a book is mostly about.”

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

The instructional approaches provided include whole-group instruction, educator modeling, guided questioning, interactive discussion, independent practice, and performance-based learning opportunities. For example, the “Understanding Elements of Drama” lesson supports effective facilitation through anchor charts, read-alouds, graphic organizers, highlighting activities, and structured questioning that actively engage students in identifying and discussing the elements of drama. Additional recommendations encourage flexible response methods, collaborative discussions, and hands-on application of learning through script analysis and optional reader’s theater activities. These varied approaches provide multiple opportunities for students to engage with content, practice skills, and demonstrate understanding while supporting educators in facilitating instruction throughout the lesson.

“Read, Repeat, Perform! Bud Goes to the Beach: Fluency Instructional Routine for Repeated Readings” lesson provides educators with guidance and recommendations for effective delivery and facilitation of fluency instruction using multiple instructional approaches. The routine includes educator read-alouds, choral reading, echo reading, partner reading, and student presentations. The guidance also covers monitoring accuracy, prosody, and formative assessment data during instruction.

The “Identifying Similarities and Differences in Informational Text” lesson plan provides guidance through explicit, systematic instruction. The educator introduces the concept by modeling and creating a Venn diagram to compare and contrast. In the guided practice, students listen to a story and respond to prompts to find similarities and differences. Then, they work with partners to discuss. During independent practice, students fill out a graphic organizer. In the “Review and Share” portions, students work in groups.

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

The professional development course “Power Bite–Success with Support Resources” includes guidance on using offline printables to “boost engagement in whole group lessons, small groups, centers, or for independent enrichment.” This course guides educators on accessing the “Progress Dashboard” page to determine which skills are addressed during a given time frame and students’ performance on these skills. Educators use the generated reports to group students by progress in specific skills and provide recommended offline activities for remediation, additional practice, or acceleration.

The Guide to Differentiated Instruction resource provides recommendations for organizing instruction through targeted small-group and one-on-one structures. The guide explains how educators can use student performance data, progress reports, and instructional recommendations to determine when students need additional support and when to extend instruction beyond the digital program through intervention groups and individualized instruction.

The materials specify the use of whole-group instruction for direct teaching and guided practice, providing an opportunity for explicit explanation and modeling of key concepts. For example, the “Comparing and Contrasting Character Experiences” lesson promotes partner-based collaboration by encouraging students to discuss and compare texts, fostering peer learning and critical thinking. Independent practice is incorporated through activities such as completing a graphic organizer, enabling students to apply their understanding independently. Additionally, the guidance includes strategies for monitoring student progress and providing support during both collaborative and independent activities, helping educators facilitate engagement, differentiate instruction, and ensure that all learners stay on track throughout the lesson.

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

The Guide to Differentiated Instruction helps educators support MLLs at varying levels of English language proficiency. The guide identifies three proficiency levels and describes specific linguistic accommodations for each level, including visuals, gestures, modeled language, explicit vocabulary instruction, sentence frames, structured partner talk, targeted questioning, and opportunities for independent academic language production. The guide explains that these supports are aligned to the ELPS and are designed to move students from supported comprehension toward increasingly independent use of academic language. The guide explains that standards-based lesson plans provide linguistic accommodations aligned to three levels of multilingual learner proficiency. The guide also describes how students progress from substantial supports such as visuals, gestures, and vocabulary scaffolds to guided language use through sentence frames and partner discussions, and ultimately to producing more independent and extended academic language. This guidance explicitly connects these accommodations to increasing levels of language proficiency and academic discourse.

The materials guide educators on implementing linguistic accommodations tailored to students’ varying levels of language proficiency, aimed at fostering the development and use of increasingly sophisticated academic language. For example, the “Shades of Meanings in Verbs and Adjectives” lesson includes differentiated supports for MLLs, scaffolded vocabulary development, oral language practice, and verbal explanations across a continuum of strategies. Support begins with educator modeling and supported language production, providing students with structured opportunities to practice and internalize new language. As students progress, they are supported in explaining relationships among words and using academic vocabulary to communicate more precisely. This scaffolding promotes ongoing language growth, enabling students to articulate complex ideas and deepen their understanding of content.


The “Understanding Elements of Drama” lesson guides educators on instructing entering and emerging learners, with accommodations such as visual supports, gestures, and picture-supported vocabulary to facilitate understanding and engagement. As students develop into expanding learners, educators support their progress by including sentence frames and collaborative discussion opportunities that promote language use and elaboration. To bridge and reach learners, the lesson provides opportunities for students to give detailed explanations and incorporate academic vocabulary to analyze drama elements, thereby fostering higher-level language skills. Additionally, the lesson incorporates structured speaking opportunities and clearly defined language objectives that encourage students to use increasingly sophisticated, content-specific academic language, ensuring that language development aligns with content understanding throughout the lesson.

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

The “Understanding Elements of Drama” lesson includes differentiated MLL supports, including visual scaffolds, sentence frames, partner discussions, and flexible response options, to meet students’ diverse language needs. The lesson incorporates strategies such as picture-supported vocabulary, gestures, and structured academic conversations to promote language development. The lesson provides students with opportunities to explain and discuss drama elements using increasingly complex language, helping them build both content knowledge and oral language skills. These supports enable educators to adapt instruction effectively, fostering an inclusive environment that helps MLLs master academic language and understand core concepts.

The “Power Bite–Language Settings Made Simple” course provides implementation guidance for educators on using multilingual supports available within the program. This professional learning resource explains how educators can activate translated game instructions and key vocabulary supports in multiple languages, helping educators effectively implement the program within state-approved bilingual and ESL programs while increasing accessibility for MLLs.

The “Shades of Meanings in Verbs and Adjectives” lesson includes differentiated MLL supports, explicit vocabulary instruction, educator modeling, and structured oral language activities. The lesson offers proficiency-level accommodations and opportunities for students to develop language skills through speaking, listening, acting, and vocabulary discussion. Additionally, the guidance offers strategies for educators to adapt instruction effectively, ensuring that MLLs can actively engage with content and build their language proficiency in diverse learning environments.

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

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

Evaluation for 4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.

No evidence of three-cueing as defined in Texas Education Code (TEC), §28.0062 was found in this program.

Evaluation for 4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.

The TEKS Guide for My Reading Academy, Grade 1 includes a systematic sequence of phonological awareness skills aligned with grade 1 TEKS, progressing from larger units of sound to smaller units and from basic to more complex skills. The TEKS Guide for My Reading Academy, Grade 1 details a deliberate, planned, and logically sequenced scope that begins with rhyme and alliteration at the word and onset level, advances through sentence-level word identification and syllable work, and culminates in phoneme-level instruction such as blending, segmenting, and manipulating phonemes within words. The guide specifies the program notes in which each skill is explicitly taught and practiced, ensuring alignment with the TEKS.

The scope and sequence includes a systematic sequence of phonological awareness skills in alignment with grade 1 TEKS as appropriate for supplemental foundational skills that progress from basic skills and larger units of sound to more complex skills and smaller units of sound. The program includes “Phonemic Awareness” instruction on distinguishing between short and long vowels, syllabication, and progresses to phonemic awareness (segmenting, blending, deleting, and substituting phonemes). It also includes instruction on TEKS 1.2A (i), producing a series of rhyming words, and 1.2A (ii), recognizing alliteration or groups of words that begin with the same spoken onset or initial sound.

Evaluation for 4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).

The TEKS Guide for My Reading Academy, Grade 1 aligns phonemic awareness instruction with grade 1 TEKS 2A. Students progress from identifying vowel sounds and blending and segmenting phonemes to more advanced phoneme deletion and substitution tasks. The guide demonstrates a structured sequence of phonemic awareness skills that increases in complexity throughout the grade level.


The scope and sequence includes systematic phonemic awareness skills in alignment with grade 1 TEKS as appropriate for a supplemental reading language arts instruction that progresses from basic skills to more complex skills. It also includes phonemic awareness skills designed with a sequence of instruction and practice that moves from phoneme isolation (first, middle, last), segmentation, and blending to phoneme deletion and substitution.

Evaluation for 4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The teaching video called “Long and Short Vowel Sounds a-ay” provides explicit instruction in phonemic awareness skills in alignment with the grade 1 TEKS. The video provides a comprehensive approach to teaching vowel sounds by beginning with a clear and engaging explanation of the difference between long and short vowel sounds in one-syllable words. In the video, the educator models this concept effectively by pronouncing contrasting word pairs aloud, emphasizing the distinct sounds to help students hear and understand the differences. This modeling is accompanied by a guided example that demonstrates the process step by step, allowing students to observe and internalize the skill in a structured manner. Students are then given opportunities to practice and reinforce their understanding through interactive activities such as paired sorting, in which they categorize words by vowel sound, and auditory blurts, which challenge them to identify sounds quickly and accurately.

The teaching video called “4 Sound Phoneme Blending and Segmenting” provides explicit instruction in phonemic awareness skills in alignment with the grade 1 TEKS. The video provides an explicit explanation and modeling of phonemic awareness skills. The narrator explicitly teaches four sound words using the direct instruction model. The educator directly explains that words are made up of sounds, links the new learning to prior knowledge of three-sound words, and provides examples with modeling. The video includes examples of blending words and the sounds /s/, /n/, /a/, and /k/ that form the word snack.

Evaluation for 4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The “Elkonin Blending: CCVC/CVCC Words” activity requires students to blend phonemes across both consonant-consonant-vowel-consonant (CCVC) and consonant-vowel-consonant-consonant (CVCC) word structures previously taught separately in the individual CCVC and CVCC Elkonin blending activities, an explicitly cumulative practice item. For example, the interactive game asks students to put the sounds in order to make words (e.g., melt, truck, and taste) using the blurts. In the student activity, students receive practice in skills taught separately in previous lessons. Students have multiple opportunities to practice these cumulative skills within the activity.


The “Segmenting 4-Sound Words: Final Blends” lesson includes cumulative practice of phonemic awareness skills in alignment with grade 1 TEKS. The lesson encourages students to continuously apply phoneme segmentation strategies while working with four-sound words that include final blends. Students strengthen their previously learned sound-analysis abilities through a combination of educator modeling, guided practice, and independent activities. This approach ensures ongoing reinforcement of foundational skills, helping students develop greater accuracy and confidence in phonemic segmentation and decoding.

Evaluation for 4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.

Before participating in the “Elkonin Blending: CCVC/CVCC Words” activity, students must view the explicit instruction lesson in the target skill of blending CCVC words using Elkonin boxes. This interactive activity game requires students to blend phonemes across both CCVC and CVCC word structures that have been previously taught. For example, the interactive game asks students to put the sounds in order to make words (e.g., melt, truck, and taste) using the sound blurts. This activity represents cumulative practice of phonological and phonemic awareness skills that have been previously and explicitly taught using the digital platform.

The teaching video called “Sorting: Long/Short Vowels: a-ay” explicitly teaches the long and short vowels. Students learn the /a-ay/ pattern through educator-led explanations and modeling. The paired “Sorting: Long/Short Vowels: a-ay” activity contains only the /a-ay/ words introduced in the upstream teaching video, ensuring that students never sort a vowel pattern they have not first been explicitly taught.

Evaluation for 4.A.3a
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The scope and sequence includes systematic sequence for introducing sound–spelling patterns in alignment with grade 1 TEKS as appropriate for a supplemental reading language arts program. The scope and sequence also includes sound–spelling patterns in a clearly sequenced order in which students progress from decoding simple and common patterns such as vowel-consonant-silent e (VCe) and r-controlled words to more complex such as digraphs, vowel teams, and diphthongs. Closed and open syllables are reviewed before moving onto two-syllable words.


The “View Activities by Standard” page provides a list of student-facing activities for each standard addressed, organized by scope and sequence in alignment with grade 1 TEKS. Clicking on the standard 110.2.b.2.B.ii provides a list of learning activities for letter-sound relationships to decode, including vowel-consonant (VC), vowel-consonant-vowel (VCV), VVCV, and CVCC words. Activities include “Word Bird Practice,” “Word Bird Boss,” “Sound Hound Practice,” “Sound Hound Boss,” and teaching videos. Due to the adaptive nature of this program, educators have the flexibility to use these instructional activities, paired with the scope and sequence, to provide a systematic approach to introducing sound–spelling patterns.

Evaluation for 4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The “Understanding and Spelling Different Syllable Types” lesson includes explicit (direct) instruction in encoding (spelling) words across the six syllable types: closed, open, vowel-consonant-silent e (VCe), vowel-team, r-controlled, and final stable syllable. The lesson begins with a clear, specific objective and explicitly connects each syllable type to its corresponding spelling pattern, including the VCe pattern from the upstream “Final e Decoding Teaching Video.” The educator models the spelling routine step by step, using precise academic language to ensure clarity. The lesson also guides educators through structured practice activities, including guided practice with immediate feedback and independent practice, allowing students to apply their spelling skills independently. The lesson regularly provides educators with ongoing and purposeful feedback that supports student mastery of encoding skills. This lesson plan provides the encoding instruction necessary for students to accurately spell words, which reinforces their understanding of sound–spelling patterns in alignment with grade 1 expectations.


Teaching videos provide explicit instruction in decoding words using sound–spelling patterns, aligned with grade 1 TEKS as appropriate for a supplemental reading language arts program. The video called “Final e Decoding a_e” includes an explicit explanation and modeling of decoding words using the consonant-vowel-consonant-silent e (CVCe) sound–spelling patterns. The animated educator names the skill, models how to decode CVCe words, and then provides examples to guide students in practicing the skill. The educator explains that when you add e to the end of the word cap, it turns the short vowel sound into a long vowel sound, making the word cape. The video focuses on the /a-e/ pattern, with examples of decoding the words name, cake, and maze.

Evaluation for 4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

The review game “Word Builder: One-Syllable Review” draws exclusively from one-syllable patterns previously explicitly taught. The game provides students with multiple opportunities to practice decoding and encoding previously learned one-syllable words in isolation. Students decode and encode the words that, grid, spell, chomp, skunk, shed, and drop.


The program includes cumulative student practice in decoding words using sound–spelling patterns in alignment with grade 1 TEKS in decodable connected text to develop automaticity as appropriate for a supplemental reading language arts program. For example, the decodable reader book The Magic Elf provides a virtual interactive text that allows students to apply their knowledge of decoding words with initial and final consonant blends and reinforce previously learned HFWs. Students can click on a highlighted word for text-to-speech feature as needed. Students answer comprehension questions after reading the book. Students receive immediate and corrective feedback.

Students practice encoding words in isolation using sound–spelling patterns and HFWs through various opportunities to apply spelling skills in both isolated and connected contexts. For example, in the “Sound–Spelling Patterns and High-Frequency Words” lesson, students independently spell HFWs and practice applying sound–spelling patterns as they write dictated sentences that include the practiced words. The lesson involves spelling words in isolation, incorporating them into sentences, reading the sentences aloud, and using classroom resources to check spelling. These activities provide repeated practice with previously learned sound–spelling patterns and HFWs, helping students develop automaticity through both isolated-word exercises and reading connected text.

Evaluation for 4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.

Students practice only sound–spelling patterns that have been explicitly taught. Before participating in the “CV Labeler and Syllable Splitter: Final e” activity, students must view the teaching videos “Final e Decoding a_e / i_e / o_e / u_e” on how to identify vowels and consonants and divide words into syllables with final e patterns. The “CV Labeler and Syllable Splitter: Final e” activity includes student practice with labeling vowels and consonants in two-syllable words in an interactive game. Students used red tiles for vowels and blue tiles for consonants. Students use a yellow slash to divide the vowel-consonant-consonant-vowel (VCCV) or vowel-consonant-vowel (VCV) spelling patterns. They also sound out and decode the words costume, flagpole, inside, excuse, trombone, and locate.


The “Word Bird: Initial s Blends,” an activity game that appears earlier in the grade 1 phonics sequence, demonstrates that the gating constraint applies consistently across the full program. In this activity, students decode CCVC words formed from initial s-blends—sl-, sm-, sn-, sp-, st-, and sw—attached to short-vowel CVC frames. All words in the list are derived from sound–spelling patterns explicitly taught: initial s-blends from the “CCVC Decoding” teaching video (the immediate upstream gating instruction) and the surrounding short-vowel CVC patterns from grade K and early grade 1 instruction. The activity is locked behind the “CCVC Decoding” teaching video, ensuring that students cannot access s-blend CCVC words until they have received explicit instruction in initial s-blends. This practice is aligned with grade 1 TEKS standards and prior teaching.

Evaluation for 4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The scope and sequence document provides a comprehensive overview of the progression of HFW instruction for grade 1 throughout the academic year. The document outlines the specific order in which different sets of HFWs are introduced, establishing a clear timeline for systematic instruction. It also illustrates the relationship between HFW introduction and the broader phonics scope, emphasizing how the HFWs are integrated with phonics patterns that support their partial decodability.

The TEKS Guide for My Reading Academy, Grade 1 maps grade 1 HFW instruction to TEKS 2.B.iv and 2.C.iii. The guide documents how HFW instruction is intentionally aligned to grade-level expectations and integrated within the program’s systematic foundational literacy sequence. The guide emphasizes the importance of explicit teaching in decoding and encoding HFWs, with instructional activities and lessons intentionally designed to support mastery of these essential skills. The materials ensure that instruction is purposeful and aligned with state standards, fostering comprehensive word recognition and spelling development across early elementary grades.

As an additional source, the “View Activities by Standard” page provides a list of student-facing activities for each standard addressed, organized in a scope and sequence aligned with grade 1 TEKS. Clicking on TEKS 2.B.ii provides a listing of learning activities for identifying and reading at least 25 HFWs from a research-based list. Activities include “Word Bird Practice,” “Word Bird Boss,” “Twirly Words Practice,” “Twirly Words Boss,” “Sentence Show Practice,” “Sentence Show Boss,” “Read with Nano,” a decodable reader book, and teaching videos. Due to the adaptive nature of this program, educators have the flexibility to use these instructional activities paired with the scope and sequence to provide a systematic sequence for introducing regular and irregular HFWs.

Evaluation for 4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The “Sound–Spelling Patterns and High-Frequency Words” lesson plan includes explicit (direct) instruction of decoding and encoding the grade 1 HFWs said, was, they, come, back, and here. The plan also includes a gradual release model of instruction. The guided practice includes prompting students to use magnetic letters to spell or encode HFWs. The independent practice includes students using whiteboards to spell HFWs, sentence dictation with HFWs, and using a word wall to check their spelling. The extension activity has students create a personal “Word Expert” book of mastered words.

Teaching videos include explicit (direct) instruction in decoding and encoding regular and irregular HFWs from a research-based list in alignment with grade 1 TEKS. The “High-Frequency Words him-of-do” video offers explicit, step-by-step instruction focused on encoding HFWs selected from a research-based list. Throughout the lesson, students actively build words by dragging letter tiles into the correct positions, reinforcing their understanding of spelling patterns. The instructor provides visual support by displaying a model of the target word, which serves as a reference to help students match and select the appropriate letters. The narrator clearly identifies each word and offers direct guidance to help students match each letter to its corresponding sound, emphasizing accurate spelling and recognition of HFWs.

Evaluation for 4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

Through cumulative practice, students decode regular and irregular HFWs from a research-based list in decodable connected texts to develop automaticity in alignment with grade 1 skills as appropriate for a supplemental reading language arts program. The interactive decodable reader book The Magic Elf includes HFWs and decodable texts for grade 1. This book includes text-to-speech support for decoding words with initial and final consonant blends. Also, the text includes cumulative practice in decoding regular and irregular HFWs.

The student activity “Sentence Spanner 61324” includes cumulative practice in decoding regular and irregular HFWs. This interactive game has students decode and encode the HFWs together and difference. The game starts with an instructional video providing instruction on how to play the game. The activity includes encoding with letter tiles, decoding the HFWs, and providing immediate and corrective feedback.

Evaluation for 4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.

The “Sound–Spelling Patterns and High-Frequency Words” lesson provides student practice that includes only regular and irregular HFWs that have been explicitly taught. The lesson consists of students participating in cumulative practice with HFWs by actively constructing and spelling previously learned words using letter tiles. In this activity, students arrange the letters in the correct sequence to reinforce their understanding of letter-sound correspondences and spelling patterns. The activity is designed to provide repeated encoding practice with a list of HFWs that is based on research, ensuring that students engage with words they are expected to know and use regularly.

The student activity “Sentence Builder: One-Syllable Review” provides practice on only regular and irregular HFWs that have been explicitly taught. This activity is positioned after the HFW teaching videos for words that appear in complete, decodable sentences, supporting connected-text reading. Students encounter HFWs only after receiving explicit instruction through the program’s instructional sequence. This ensures that connected-text practice contains only previously taught HFWs, demonstrating alignment between instruction and practice. This aligns with the TEKS requirement for connected-text practice.

Evaluation for 4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The scope and sequence introduces syllable types in a specific order aligned with the grade 1 phonics strand under TEKS 2.B. The progression starts with the most common pattern, closed syllables, and moves through open and VCe syllables before expanding to vowel team patterns, r-controlled syllables, and final stable syllables. The materials introduce syllable division instruction as students encounter multisyllabic words that combine previously taught syllable types. Each syllable type is sequenced prior to its decoding practice, and later activities revisit earlier types (CVC, VC) to support cumulative learning.



The TEKS Guide for My Reading Academy, Grade 1 includes a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS. The guide provides detailed coverage of how these syllable types and division principles are integrated into the curriculum, ensuring alignment with the TEKS standards. This sequence ensures that students are gradually introduced to different syllable patterns and division strategies in a logical progression that effectively builds their decoding skills.

Evaluation for 4.C.3b
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The “Understanding and Spelling Different Syllable Types” lesson provides explicit instruction in decoding and encoding words using previously taught syllable types such as closed, VCe, and vowel team. The lesson implements the “Gradual Release of Responsibility” model that includes educator modeling and explanation of the skill, followed by guided and independent practice. For each syllable type, the educator introduces the specific characteristics and vowel patterns, ensuring that students understand how each pattern influences pronunciation and spelling. The educator models the process through think-alouds, demonstrating how to spell words containing each syllable type, and guides students in reading, sorting, and spelling words that exemplify each pattern.

The “Spelling with Blends, Digraphs, and Trigraphs” lesson provides explicit instruction in encoding words with initial and final consonant blends, digraphs, and trigraphs. The educator demonstrates how to segment words into sounds, connect each sound to its corresponding letter or letter combination, and write the words. Students then practice encoding words with educator support during “Guided Practice” and ultimately write words independently including multisyllabic words like shopping, splatter, and thunder that combine these consonant patterns with previously taught syllable types.

Evaluation for 4.C.3c
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

Interactive games include isolated cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS. For example, the “Word Builder: One-Syllable Review” game asks students to build words using previously taught phonics patterns, including closed syllables, final blends, final digraphs, and consonant-consonant-vowel-consonant-consonant (CCVCC) patterns. Students use the letter tiles to spell and read the words that, grid, spell, chomp, stunk, drop, and sniff. Because the activity is designed as a review, earlier skills are revisited and interleaved, providing cumulative encoding practice that supports orthographic mapping and automaticity.


The interactive game “Sentence Builder: VCCV Words1” includes both isolated and connected-text cumulative student practice in decoding and encoding one-syllable and multisyllabic words, aligned with grade-level TEKS. The game displays multisyllabic VCCV words within complete, decodable sentences, allowing students to practice reading them in connected text. Students read each sentence aloud, with the surrounding text containing only previously taught phonics patterns and HFWs, ensuring the connected-text difficulty aligns with their decoding skills. The VCCV pattern encourages students to apply their knowledge of closed syllables to two-syllable words, providing cumulative practice in decoding both single- and multisyllabic words within connected text.

Evaluation for 4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.

The interactive activity “CV Labeler and Syllable Splitter: VCCV” is intentionally locked within the student sequence until the corresponding teaching video “VCCV Decoding” has been completed. This gating mechanism is enforced by the recommender system, ensuring that students do not access these activities prematurely. As a result, students are prevented from practicing splitting or decoding VCCV multisyllabic words before they have received explicit instruction on the closed-closed syllable division principle. This design provides a clear, concrete demonstration of the instructional approach, illustrating that practice activities are only accessible with syllable types and division principles that have been explicitly taught.

The interactive activity “Sentence Builder: Two-Syllable Final e” is positioned after instruction in VCe syllables and two-syllable final e word patterns. This adaptive sequence prevents students from accessing the activity until the related upstream multisyllabic teaching videos have been completed. As a result, the connected-text practice contains only syllable types and division principles that have already been explicitly taught, demonstrating alignment between instruction and student practice.

Evaluation for 4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The scope and sequence is designed to build literacy skills from simple to more complex concepts and includes review and repetition to support mastery of previously taught morphemes. For example, the “Phonics & Word Study” section includes instruction on inflectional endings, common suffixes -ly and -y, the inflectional ending -s, and the inflectional ending -es. The scope and sequence introduces foundational morphemes and word-building concepts in a structured sequence.

The TEKS Guide for My Reading Academy includes a systematic sequence for introducing morphemes in alignment with grade-level TEKS. This guide highlights the focus on decoding words with inflectional endings such as -s, -es, -ed, and -ing. The activities and instructional strategies listed align directly with grade-level TEKS, emphasizing the development of students’ decoding skills related to these endings. Additionally, the guide notes that instruction in prefixes and suffixes, which expand word meaning and form, begins in grade 2, indicating that the grade 1 curriculum primarily focuses on inflectional endings and foundational decoding skills.

Evaluation for 4.D.3b
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The program provides teaching videos that include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program’s stated purpose. For example, the video “Possessives Decoding” targets the decoding of possessive nouns formed with the morphemes. In this lesson, the educator models how to recognize the apostrophe-s as a meaningful unit indicating ownership or possession, helping students distinguish possessives from similar forms such as contractions and plurals. The educator demonstrates how to identify the s as a possessive marker within words and guides students through reading the full possessive form fluently in context.

With the video “Inflectional Endings: Decoding,“ educators review the word-ending -s, which means more than one, using the example cats. Additional instruction includes the suffixes -es, -ed, and -ing with words such as foxes, passes, needed, and playing. The educator explains that adding an -ed means that something happened in the past and can sound like /d/ or /t/. The educator also explains that adding an -ing means that an action that goes on for a little while. This instruction includes picture support and uses words in a sentence to help students understand the meaning of the words.

Evaluation for 4.D.3c
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.

The student activity “Sentence Builder: Inflectional Endings 1” provides an example of morphological skills in connected text cumulative practice designed to reinforce students’ decoding skills through meaningful reading experiences. This activity presents words containing inflectional morphemes such as -ing, -ed, and -s embedded in complete, decodable sentences. This setup allows students to practice reading these inflected words within authentic, connected text, which helps build fluency and comprehension. During the activity, students read each sentence aloud, encountering inflected forms such as running, jumped, and boxes alongside previously taught phonics patterns and HFWs. The sentences are carefully structured so that the complexity does not surpass students’ current decoding abilities, providing a supportive environment for practice.

The “Word Breaker: Inflectional Endings” activity provides cumulative practice with inflectional endings in isolation. Students identify base words and separate inflectional morphemes such as -s, -es, -ed, and -ing, strengthening their ability to recognize and analyze morphological patterns across previously taught words.

Evaluation for 4.D.3d
Student practice includes only morphemes that have been explicitly taught.

The student activity “Sentence Builder: Inflectional Endings 2” is strategically positioned after the teaching video “Inflectional Endings: Decoding,” focusing on decoding the inflectional endings -s, -es, -ed, and -ing. The system’s design ensures that students are prompted to access this activity only after completing the upstream teaching video, which introduces and models the decoding of these specific inflectional morphemes. As a result, the connected-text passages that students encounter in this activity include only inflectional endings that students have already been explicitly taught and that they have practiced, reinforcing their understanding and application of these morphemes.

The student activity “Word Builder: Possessives” is intentionally locked within the student sequence and remains inaccessible until students have completed the corresponding teaching video “Possessives Decoding.” This gating mechanism is enforced by the recommender system, ensuring that students do not engage in practice activities related to possessive forms before receiving explicit instruction on the s morpheme. By structuring the sequence in this way, students are first introduced to the concept and decoding strategies for possessives through direct instruction, which then prepares them for accurate encoding practice.

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

The “Fluency Instructional Routine for Repeated Readings” component includes lessons that provide modeling of fluent reading (including rate, accuracy, and prosody). The “Read, Repeat, Perform! Bud Goes to the Beach” lessons ask students to practice fluency by reading texts multiple times through reader’s theater and performing. The repeated readings include an educator read-aloud, choral reading, echo reading, partner reading, and a presentation. Every read includes targeted fluency strategies.


The “Read, Repeat, Perform! The Big Gifts” lesson includes explicit modeling of fluent reading through a structured repeated-reading routine. This modeling builds upon the initial modeling routine by extending it to a new decodable connected text within the grade 1 phonics scope and sequence. In this lesson, the educator begins by reading the text aloud with intentional focus on appropriate rate, accuracy, and expressive prosody to model fluent reading for students. The routine includes think-alouds for expression, attention to punctuation, and demonstrating a “just-right” reading pace before students engage in guided fluency practice. After this initial read, the educator transitions students into echo reading, in which they repeat segments of the text aloud, and then into choral reading, in which the class reads the passage together.

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

The Instructional Guide for Repeated Readings to Build Fluency includes lessons where students practice reading fluency with connected texts. For example, the “Read, Repeat, Perform” lessons encourage students to practice reading parts of the story in phrases and sentences first, before reading the story in its entirety as connected text. Each reading targets fluency strategies such as educator-led read-alouds, choral reading, echo reading, partner reading, and a presentation. The “Read, Repeat, Perform! Steg and Rex Have Fun in the Sun” lesson asks students to practice reading fluency with phrases and sentences during the “Read 3: Echo Reading.” The lesson then asks students to practice reading fluency with connected text during “Read 5: Presentation,” in which students perform their play by reading it aloud for the class or in small groups.


The program includes opportunities for students to practice reading fluency with word lists. The “Timed Word ID: High-Frequency Words me-has-its” activity includes multiple opportunities for students to work on identifying HFWs (world, house, and group) as they scroll across the screen. This activity encourages automaticity, accuracy, and fluency in reading. Students also read words under timed conditions, which builds automaticity, rate, and accuracy with grade 1 HFWs.

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

The Instructional Guide for Repeated Readings to Build Fluency includes lessons that ask students to practice reading fluency with a variety of grade-level texts as appropriate for a supplementary reading language arts program. The guide includes multiple lessons using a reader’s theater strategy with a variety of texts: fictional narratives, nonfiction, and poetry. For example, in the “Read, Repeat, Perform! Wonderful Water” lesson, students practice with repeated readings of nonfiction text with educator-led read-alouds, choral reading, echo reading, partner reading, and a presentation. This lesson uses grade-level informational nonfiction decodable text to help students develop fluent reading skills with expository content and factual information on a particular topic. Throughout the lesson, students practice reading the text aloud multiple times.


Another example of the reader’s theater strategy is in the “Read, Repeat, Perform! Pip and Kip’s Peach Pie Treat” lesson, in which students practice with repeated readings of a fictional narrative text, including educator-led read-alouds, choral reading, echo reading, partner reading, and a presentation. This fluency lesson uses fictional narrative to expand students’ fluency practice within a literary genre while reinforcing accuracy, rate, and prosody through repeated oral reading.

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

The program includes texts at different levels of complexity such as the read-along text called Book: Watch it Grow! Comp Strategies (Living Things 1). This is an informational text that provides embedded reading supports such as text-to-speech and guiding questions. The book appears at the beginning of the grade 1 scope and sequence and covers topics familiar to grade 1 students (plants, animals, and life cycles). Multiple paragraphs per page incorporate technical vocabulary related to the topics. Students can read the text independently or use the text-to-speech feature, which reads, tracks, and highlights the words. The text-to-speech feature starts slowly and increases over time, and the text includes labeled photographs.

Another example of an informational read-along text is Book: A New Way to Create Art (Creating Art 5), which includes text-to-speech and multiple-choice comprehension questions. This book appears at the end of the grade 1 scope and sequence and covers abstract topics in modern art and technology. Students can read the text independently or use the text-to-speech feature, which reads, tracks, and highlights the words. Because this text appears later in the scope and sequence, the text-to-speech rate has increased, and the photographs lack labels.

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

The Instructional Guide for Repeated Readings to Build Fluency guides educators on providing feedback to students about reading fluency (including rate, accuracy, and prosody). For example, the reader’s theater fictional narrative “Read, Repeat, Perform! A Talented Duck” incorporates repeated readings, including educator read-aloud, choral reading, echo reading, partner reading, and a presentation. The lesson provides explicit guidance for educators to give students feedback on reading fluency throughout the structured repeated-reading routine within the “Read 4 Partner Reading” and “Read 5 Presentation” sections. The instructional guide includes specific coaching prompts and feedback stems for accuracy, rate, and prosody during educator read-alouds, choral reading, echo reading, partner reading, and performance. The materials direct educators to provide corrective feedback, model expressive reading, support appropriate pacing, and encourage students to reflect on and improve their fluency.

Another example of a lesson that guides educators on providing feedback to students is “Read, Repeat, Perform! Save the Hat!” This lesson builds upon previous activities by applying the same feedback framework to a different decodable text. The lesson includes educator-facing prompts that guide them in providing targeted, individualized feedback to students, focusing on key areas such as reading rate, accuracy, and prosody. For each phase of the repeated reading process, the plan includes specific look-for criteria to help educators monitor student progress and identify areas for targeted support. The suggested language for educators offers clear, scaffolded prompts focused on key aspects of reading development, including individual student rate, accuracy, and prosody, The guidance also includes prompts for anecdotal observation, allowing educators to record specific student behaviors, strengths, and areas needing further development.