My Reading Academy, Grade 2

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 2 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 2 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.

Scripted lesson plans guide educators on differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills. For example, the lesson titled “Producing Rhyming Words” includes suggestions for differentiated instruction embedded within lesson plans. The lesson includes an extension activity titled “Rhyme Chain Game” in which students continue working on phonological awareness by producing a series of rhyming words. Differentiated learning opportunities such as this one allow educators to adjust instruction based on student performance and readiness, ensuring that proficient students remain engaged and challenged. The activities offer opportunities for students to deepen their understanding and engage with the content in more complex ways.


The “Establishing a Purpose for Reading” lesson provides clear instructional guidance that supports educators and includes differentiated opportunities to meet a variety of student learning needs. For students who have demonstrated proficiency and are ready for an additional challenge, the optional extension activity called “Purpose Sorting Game” extends learning by having students categorize books by purpose, for example, to learn, to enjoy, or to find information. This activity encourages students to apply and deepen their understanding of reading purposes through analysis and classification. The lesson also includes instructional support and scaffolds for students who require additional assistance, with specific adaptations for multilingual learners (MLLs) to ensure access to the content while supporting language development and comprehension

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, the “Producing Rhyming Words” lesson includes Universal Design for Learning (UDL) support for allowing students to draw rhyming words instead of writing them.

The “Making and Confirming Predictions Using Genre and Text Structure” lesson incorporates explicit modeling, think-alouds, guided practice, structured questioning, and multiple opportunities for students to engage with and demonstrate their understanding of the content. Supports such as anchor charts, educator-facilitated discussions, sentence frames, visual representations, and opportunities for oral, written, or drawn responses provide multiple pathways for students to access learning and communicate their thinking. The lesson plan also includes UDL considerations and adaptations that support student participation through flexible response options, interactive discussions, and scaffolded opportunities to develop comprehension skills.

Lesson plans include instructional scaffolds to support students receiving special education services including explicit, step-by-step decoding routines, repeated practice opportunities, educator modeling, visual supports, and sentence frames. For example, the “Decoding Multisyllabic Words with Final Stable Syllables” lesson incorporates UDL guidance and structured decoding strategies that help students access grade-level phonics instruction by breaking complex skills into manageable steps. Additionally, supports such as color coding, picture cues, and guided practice provide multiple pathways for students to develop decoding proficiency.

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.

Explicit prompts and guidance support educators in direct instruction through explanations, modeled examples, think-alouds, and step-by-step demonstrations of decoding skills. For example, the “Decoding Multisyllabic Words with Final Stable Syllables” lesson provides clear directions for introducing final stable syllables, explaining how predictable word endings support word reading, and modeling the process of breaking multisyllabic words into syllables, identifying endings, blending sounds, and decoding words. The lesson guides educators to explicitly demonstrate their thinking as they analyze words and provides educators with structured routines and questioning prompts that help students understand and apply the decoding process. The lesson also includes guided practice and opportunities for repeated application of the skill before students engage in independent practice, supporting the gradual release of responsibility from educator to student.

The program also provides scripts, think-alouds, modeled examples, and guided questioning. For example, the “Making and Confirming Predictions Using Genre and Text Structure” lesson provides clear directions for teaching students to make predictions using genre characteristics and text-structure clues before reading and to confirm or revise those predictions as new information is revealed. The lesson guides educators to explicitly explain the differences between fiction and nonfiction texts, model how to use clues from a book’s cover and text structure to make a prediction, and demonstrate how to evaluate whether a prediction was accurate using evidence from the text. The materials also provide specific questions and discussion prompts that help students identify clues, justify their predictions, and revise their thinking when necessary. These supports create a structured instructional sequence that moves students from educator modeling to guided application and independent use of the prediction strategy.

The “Describing Internal and External Traits of Characters” lesson includes scripted prompts and questions in bold print after the words say and ask. The “Guided Practice” section prompts educators to ask, “What does the character look like? What kind of person is the character?” In the “Direct Instruction” section, the educator explains internal and external character traits by stating, “Characters have traits. Some traits tell what they look like, and some tell what kind of person they are.”

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 program recommends a variety of instructional approaches, including whole-group instruction, educator modeling, think-alouds, collaborative partner work, guided discussions, independent practice, and small-group presentations. For example, the “Supporting an Author’s Point” lesson provides facilitation guidance for activating prior knowledge, using visual supports and highlighting strategies, engaging students in academic conversations, and supporting evidence-based reasoning through structured sentence stems and discussion protocols. Students have opportunities for collaboration, oral language development, independent application, and peer feedback, which support engagement and understanding while enabling educators to effectively monitor and facilitate learning 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.

Other instructional approaches include whole-group instruction, educator modeling, guided discussions, collaborative questioning, independent practice, and graphic organizer activities. For example, the “Describing Internal and External Traits of Characters” lesson supports engaging facilitation by incorporating tools such as anchor charts, read-alouds, think-alouds, evidence-based discussions, and structured questioning techniques that prompt students to analyze both internal and external character traits. The lesson encourages educators to involve students in activities such as identifying traits from illustrations and text evidence, recording responses on charts, and discussing their reasoning with peers. To further support differentiation and student engagement, additional strategies include using sentence frames, partner discussions, drawing activities, and graphic organizers. These varied supports help ensure that all students participate meaningfully, aid in monitoring progress, and enable educators to tailor instruction to meet diverse learner needs throughout the lesson.

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 guide educators on implementing effective instructional structures to facilitate successful lesson delivery. For example, the “Understanding Elements of Drama” lesson emphasizes whole-group instruction for explicit teaching, enabling educators to clearly introduce and demonstrate key concepts. Educator-led discussions during guided practice offer opportunities for immediate feedback and clarification. Independent practice activities such as script analysis and graphic organizer completion enable students to apply their learning independently. Partner discussion opportunities are integrated with specific support for MLLs to promote collaboration and language development. Additionally, the guidance includes UDL strategies, offering flexible response options to accommodate diverse student needs and promote active participation across all instructional settings.

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

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.

Educators in bilingual and ESL settings are supported through differentiated MLL supports, strategic peer pairings, visual supports, vocabulary development, and structured oral language opportunities. For example, the “Making and Confirming Predictions Using Genre and Text Structure” lesson guides educators on adapting instruction based on students’ language proficiency levels and includes supports such as home-language peer partnerships, explicit vocabulary instruction, sentence stems, and opportunities for students to explain their thinking with evidence from the text. These supports help educators facilitate both language development and comprehension of grade-level content.

Materials offer detailed guidance on providing linguistic accommodations tailored to students’ different levels of language proficiency. For example, the “Producing Rhyming Words” lesson features differentiated MLL supports that progress from visual supports, repetition, and modeling to assist entering and emerging learners. For developing and expanding learners, supports include sentence frames and collaborative language practice to promote active engagement and language growth. To bridge and reach learners, opportunities focus on explanation and sentence generation, encouraging students to articulate their understanding more fully. These scaffolded supports actively engage students in using increasingly sophisticated academic language as they identify, produce, and explain rhyming words and shared ending sounds, which fosters phonological awareness and language development.

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 materials guide educators in bilingual and ESL settings on differentiated MLL supports, strategic peer pairings, visual supports, vocabulary development, and structured oral language opportunities. For example, the “Making and Confirming Predictions Using Genre and Text Structure” lesson provides guidance for adapting instruction based on students’ language proficiency levels. It includes supports such as using home-language peer partnerships, explicit vocabulary instruction, sentence stems, and opportunities for students to explain their thinking using evidence from the text. These supports help educators facilitate language development and comprehension of grade-level content.

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 “Supporting an Author’s Point” lesson includes differentiated supports for MLLs, strategic student pairings, sentence stems, visual supports, and structured academic discussions to accommodate diverse language proficiency levels. The lesson provides strategies for adapting instruction to support students’ oral language development as they explain an author’s point and supporting reasons. These instructional supports enable educators to foster language development while actively engaging students in grade-level literacy tasks, ensuring meaningful learning experiences for all learners.

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 2 includes a systematic sequence of phonological awareness skills aligned with grade 2 TEKS, progressing from larger units of sound to smaller units and from basic to more complex skills. The guide details a deliberate, planned, and logically sequenced scope that begins with rhyme and alliteration at the word and onset level. The sequence 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 TEKS standards.

The program includes a systematic sequence of phonological awareness skills in alignment with grade 2 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. Due to the program’s adaptive nature, some grade 2 TEKS are placed at earlier grade levels. For example, phonological awareness instruction for TEKS 2.2A(i) (producing a series of rhyming words) can be found in the grade K program. TEKS 2.2A (ii) (distinguishing between long and short vowel sounds in one-syllable and multi-syllabic words) can be found in the grade 1 program, as can phonological awareness TEKS 2.2A (iii) and 2.2A (iv).

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 2 aligns phonemic awareness instruction to grade 2 TEKS 2.2A and documents opportunities for students to recognize and manipulate phonemes in spoken words. Students distinguish vowel sounds and engage in phoneme addition, deletion, substitution, and manipulation activities. The guide demonstrates a progression from foundational phonemic awareness skills to advanced phoneme-level analysis and manipulation.


The scope and sequence includes systematic phonemic awareness skills in alignment with grade 2 TEKS as appropriate for a supplemental reading language arts instruction that progresses from basic skills to more complex skills. Due to the program’s adaptive nature, some grade 2 TEKS are placed at earlier grade levels. For example, TEKS 2.2Aii (recognizing the change in a spoken word when a specified phoneme is added, changed, or removed) can be found in both the grade K and grade 1 scope and sequence. TEKS 2.2Aiv (manipulating phonemes within base words) can also be found in both the grade K and grade 1 scope and sequence. Grade 2 students may experience a non-linear progression with the TEKS, with built-in review and repetition of learning over time.

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 “Phoneme Manipulation” teaching video provides explicit instruction in phonemic awareness skills in alignment with grade 2 TEKS. This video provides an explicit explanation and modeling of phonemic awareness skills. The narrator gives explicit instructions on how to delete sounds from words using the direct instruction model. The educator directly explains that words are made up of sounds, links the new learning to prior knowledge, explicitly explains the skill of deletion, and provides examples with modeling. The video shows how to delete the /b/ sound from the word brain to make the word rain. Another example is taking away the /l/ from the word clap to make the word cap.


The “Producing Rhyming Words” lesson focuses on producing rhyming words. This lesson guides educators through a sequence of instructional steps, beginning with explicit modeling of how to produce rhymes, followed by guided practice where students engage in supported activities, and culminating in independent practice that allows students to apply their skills. As an educator-led instructional resource, it provides direct phonological awareness instruction that effectively complements the digital “Phoneme Manipulation” teaching video, which ensures a cohesive and comprehensive approach to teaching rhyme production.

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.

Students practice phonological and phonemic awareness skills in alignment with grade 2 TEKS as appropriate for a supplemental reading language arts program. For example, the “Sequencing: Phoneme Manipulation 1” activity provides cumulative phonemic awareness practice on phoneme deletion in consonant blends, a grade 2 phoneme manipulation skill that builds directly on the segmenting and blending foundations established in grade K and grade 1. The interactive game asks students to take away a sound from /s/, /n/, /ai/, and /l/ to make the word nail. Another example asks students to remove a sound from /b/, /l/, /a/, or /k/ to make the word back.


The “Sequencing: Phoneme Manipulation 2” activity includes a second-stage cumulative practice activity that extends the phoneme deletion sequence introduced in the first practice activity. This activity requires students to apply the same phoneme-manipulation skill across an expanded set of items without introducing new patterns. Positioned after both the teaching video and the first practice within the activity sequence, the activity serves as a reinforcement step, allowing students to revisit and consolidate their understanding of phoneme deletion. This design ensures students strengthen their mastery of the manipulation skill through repeated application before moving forward in the learning progression.

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

The “Producing Rhyming Words” lesson includes an extension activity called the “Rhyme Chain Game.” Students sit in a circle and say a word, with each student adding on another rhyming word until students can add no more words or all the students have added a word. They practice phonological skills that have been previously taught using lessons from the “Resources” tab on the digital platform.

The interactive activity game “Phoneme Manipulation 1” aligns with the “Phoneme Manipulation” teaching video, as the program recommends. The upstream teaching video titled “Force Play” ensures that students cannot access this practice activity until they have completed the explicit instruction on deleting the initial or second phoneme in a spoken word beginning with a consonant blend. The content within the practice activity is carefully limited to the consonant-blend deletion routine modeled in the teaching video, with no new phoneme patterns or skills introduced. This design ensures that student practice is focused solely on skills that have been explicitly taught, reinforcing their understanding and mastery of the targeted phoneme manipulation.

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 sound–spelling patterns in a clearly sequenced order that progresses from decoding simple and common patterns (decoding two-syllable words with vowel teams: open, closed, silent e syllable words) to more complex (syllable words with r- controlled vowels, two-syllable words with digraphs, and decoding consonant + le 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 2 TEKS. For example, clicking on the 2.B.ii standard displays a listing of activities for letter-sound relationships to decode multisyllabic words with closed syllables; open syllables; vowel-consonant-silent e (VCe) syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables. Activities included are “One-Syllable Decoding,” “Two-Syllable Decoding,” “Word Builder,” “Sentence Builder,” “Phonics,” “Word Families,” “Word Division,” “Shuttle,” “Sorting,” “No Visual-Text,” and teaching videos. Due to the adaptive nature of the program, educators have the flexibility to pair these instructional activities 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.

Lesson plans provide explicit instruction in decoding words using sound–spelling patterns in alignment with grade 2 TEKS as appropriate for a supplemental reading language arts program. For example, the “Spelling Words with Prefixes (un-, re-, dis-)” lesson includes explicit (direct) instruction in encoding (spelling) words with prefixes, aligned with grade-level standards. The lesson begins with a clear objective, explicitly connects new learning to previously taught roots, and models the spelling routine using precise academic language. The lesson guides educators through structured guided and independent practice activities, incorporating ongoing, purposeful feedback to support student mastery. Positioned within the instructional sequence alongside the “Prefixes: Decoding un-/re-” teaching video, this lesson provides the encoding component needed to meet the criterion for effective instruction, ensuring that students develop strong spelling skills with prefixes.


Teaching videos provide explicit instruction in decoding words using sound–spelling patterns aligned with grade 2 TEKS as appropriate for a supplemental reading language arts program. For example, the “Prefixes: Decoding un-/re-” video explains and models how to decode word prefixes. The animated educator names the skill, models how to decode and read words with these prefixes, and then provides examples to guide students in practicing the skill. The educator explains that prefixes are word parts that come at the beginning of a word. Students learn the prefix un- means “the opposite of,” so un + happy makes the word unhappy, meaning “not happy.” The video explains the prefix re- means again and models the word parts re + fill to decode the word refill, which means “fill again.”

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.

Students practice decoding words in isolation using sound–spelling patterns. The practice provides repeated opportunities to read multisyllabic words containing final stable syllables such as -tion, -ble, and -ture. For example, in the “Decoding Multisyllabic Words with Final Stable Syllables” lesson, students apply previously learned syllable and decoding skills to identify endings, divide words into syllables, and read words such as station, table, picture, action, little, and nature. Guided and independent practice requires students to repeatedly decode words in isolation using a consistent routine of clapping syllables, identifying the ending, reading the word, and analyzing the final stable syllable. Extension activities further reinforce the targeted patterns by having students locate and decode additional examples in connected reading materials, supporting the development of automaticity.


Students practice decoding words using sound–spelling patterns in alignment with grade 2 TEKS to develop automaticity as appropriate for a supplemental reading language arts program. For example, the decodable reader book The Missing Crown is a virtual, interactive text that allows students to apply their knowledge of decoding multisyllabic words with closed, open, VCe, vowel team, and r-controlled syllables. The text also reinforces previously learned HFWs. Students can click on a highlighted word for the text-to-speech feature as needed. Students answer comprehension questions after reading the book and receive immediate and corrective feedback


Students practice encoding words in isolation using sound–spelling patterns. This practice provides repeated opportunities to analyze and spell words with various syllable types and vowel patterns. For example, in the “Spelling With Syllable Types” lesson, students work with closed syllables, open syllables, VCe syllables, vowel teams, diphthongs, r-controlled syllables, and final stable syllables by sorting words, recognizing patterns, and spelling multisyllabic words such as rabbit, tiger, invite, rainbow, turtle, station, and cartoon. Guided practice involves categorizing words by pattern and explaining their reasoning, while independent practice offers opportunities to spell words and identify the syllable patterns within each. These activities support ongoing application of learned sound–spelling patterns and help develop automaticity through repeated practice with diverse word structures.

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. For example, the “Decoding Multisyllabic Words with Final Stable Syllables” lesson includes explicit modeling and guided practice in applying sound–spelling patterns to decode multisyllabic words with final stable syllables such as -tion, -ble, and -ture. For independent practice, students decode a list of words by dividing the word into syllables, read each word, and circle the final stable syllable. The extension activity includes a “Word Detective Activity” in which students search books for words ending in -tion, -ble, and -ture. Students decode and record the words with the final stable syllables.

The program provides aligned activities and teaching videos to support student practice. For example, the “Sorting: Letter Pattern: Soft c-g” activity, which appears at a different point in the grade 2 phonics sequence, illustrates that the gating constraint applies consistently throughout the program. In this activity, students sort words based on whether the letter c or g represents its soft sound (as in city and page) or its hard sound (as in cat and gum). All words in the list are drawn from sound–spelling patterns that have been explicitly taught: the soft c/g patterns from the immediately upstream “Soft c and g Decoding” teaching video, as well as surrounding short-vowel, VCe, and closed-syllable patterns from earlier in grade 1 and grade 2. The activity is locked behind a teaching video, ensuring that students cannot access soft c/g sorting until they have received explicit instruction on the content, in alignment with grade 2 TEKS standards and prior instruction.

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 2 throughout the academic year. This 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 HFWs are integrated with phonics patterns that support their partial decodability.

The TEKS Guide for My Reading Academy, Grade 2 maps 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.

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 2 TEKS. Clicking on “TEKS 2.B.ii” displays 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 the program, educators have the flexibility to use these instructional activities, paired with the scope and sequence, to systematically introduce 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 “Spelling Contractions” lesson provides explicit instruction in spelling words that incorporate common HFWs. During “Direct Instruction,” the educator explains how contractions are formed from familiar HFWs such as do, not, can, I, and am. The educator explicitly models how letters are removed and replaced with an apostrophe. Students practice reading, spelling, and writing contractions, including don’t, can’t, I’m, she’s, and won’t, through guided and independent practice. Students analyze sound–spelling relationships and other HFWs to support grade 2 encoding expectations.


Teaching videos include explicit (direct) instruction for decoding and encoding regular and irregular HFWs from a research-based list in alignment with grade 2 TEKS as appropriate for a supplemental reading language arts program. For example, the “High-frequency Words old-off-put” teaching video includes explicit and direct instruction focused on decoding the grade 2 HFW set old-off-put. During this lesson, the educator models reading each word aloud, carefully demonstrating how to recognize and decode both regular and irregular letter-sound patterns. The educator points out which parts of the words follow typical phonetic rules and which parts are irregular, helping students understand the nuances of decoding these common words. Students are guided to read each word multiple times, reinforcing their decoding skills and connecting the spoken words with their correct spelling patterns.

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.

The interactive decodable reader book The Missing Crown includes HFWs and decodable texts for grade 2. The book includes text-to-speech support for decoding multisyllabic words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables. Also, the text includes cumulative practice in decoding regular and irregular HFWs.

The “Word ID: High-Frequency Words old-off-put” activity includes cumulative student practice in decoding regular and irregular HFWs. This interactive game offers students multiple opportunities to decode grade 2 HFWs in isolation. The activity presents students with targeted HFWs and encourages students to quickly and accurately identify and read each word aloud. The process includes immediate feedback from the educator or the activity itself, which helps students recognize and correct errors, thereby reinforcing their ability to recognize these words automatically.

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

The “Spelling Contractions” lesson provides students with practice that includes only regular and irregular HFWs that have been explicitly taught. This educator-led lesson plan includes direct instruction in the HFWs don’t, can’t, and I’m before students practice decoding and spelling them. Student practice is limited to words that have been explicitly introduced and modeled, demonstrating alignment between instruction and practice.


The “Sentence Builder: Suffixes 2” activity provides student practice that includes only regular and irregular HFWs that have been explicitly taught. This activity occurs later in the grade 2 instructional scope and sequence and is gated by all prerequisite HFW teaching videos. Students cannot access the activity until the associated HFWs have been explicitly taught. As a result, the connected-text reading practice includes only previously taught HFWs, ensuring alignment between instruction and application in connected text.

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 focuses on syllable type instruction and expands to include multisyllabic decoding, aligning with the grade 2 phonics strand under TEKS 2.B. This sequence systematically revisits all six primary syllable types: closed, open, VCe, vowel teams (which include digraphs and diphthongs), r-controlled, and final stable syllables. The instruction emphasizes applying these syllable types to multisyllabic words, integrating principles of syllable division, decoding of compound words, and doing morphological analysis to support students’ understanding of word structure.

The TEKS Guide for My Reading Academy, Grade 2 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.

Lessons include explicit instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS. For example, the “Decoding Multisyllabic Words with Final Stable Syllables” lesson offers explicit and targeted instruction in decoding multisyllabic words containing final stable syllables such as -tle, -gle, -ble, -dle, and -fle. The lesson follows the “Gradual Release of Responsibility” model, beginning with the educator modeling how to identify the final stable syllable within a word, where to divide the word at the syllable boundary, and how to read each syllable separately before blending them to read the entire word. During “Guided Practice,” students work alongside the educator to decode multisyllabic words, applying the same strategies to develop confidence and accuracy.


The “Spelling with Syllable Types” lesson includes explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words. In the lesson, students demonstrate and apply their knowledge of spelling for one-syllable and multisyllabic words with closed, open, VCe, vowel teams (including digraphs and diphthongs), r-controlled, and final stable syllables. In the “Direct Instruction,” the educator introduces the syllable types with examples using the following words such as rabbit (closed), tiger (open), invite (VCe), teammate (digraph), mountain (dipthong), turtle (r-controlled), and station (final stable). The educator highlights the vowel sounds and claps the syllables. In the “Guided Practice,” students sort words by syllable type and explain their reasoning. In the “Independent Practice,” students write dictated words and indicate the syllable type by underlining and highlighting.

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. For example, the “CV Labeler and Syllable Splitter: Mixed Syllables” game includes cumulative student practice in decoding multisyllabic words in isolation to develop automaticity in alignment with grade 2 TEKS. Students practice decoding vowel-consonant-vowel (VCV) and vowel-consonant-consonant-vowel (VCCV) words. They label the vowel and consonants and decide where to divide the words. They also decode the words farmer, oatmeal, snowball, and eighteen. Students receive cumulative practice dividing multisyllable words drawn from previously taught syllable types.


The decodable reader book The Missing Crown includes cumulative student practice in decoding and encoding words within connected text, carefully aligned with grade 2 TEKS standards to ensure appropriate developmental progression. This resource is designed to reinforce previously taught syllable patterns and phonics skills. The reader contains only words that incorporate these known syllable types, ensuring students practice within their current decoding capabilities. To support effective learning, access to the decodable reader is restricted and unlocked only after students have completed the corresponding teaching videos and practice activities.

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

The “CV Labeler and Syllable Splitter: Schwa” interactive activity is intentionally locked within the student sequence until the corresponding syllable-type teaching videos and labelers teaching videos have 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 receiving explicit instruction in the VCCV syllable-division principle. This design provides a clear, concrete demonstration of the instructional approach, illustrating that practice activities are only accessible with syllable types (closed, open, VCe, vowel-team, r-controlled, silent-letter, soft c/g, less common digraph/trigraph, final stable, and mixed syllable patterns) and division principles that have been explicitly taught.

The “Sentence Builder: Compound Words 2” interactive activity is positioned downstream of the decoding teaching video “Compound Words” and all prerequisite syllable-type instruction. Students encounter compound words and multisyllabic word structures in connected text only after receiving explicit instruction in the underlying syllable types and division principles. The sequencing and gating structure ensures that connected-text practice includes only previously taught syllable patterns and decoding strategies.

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 outlines instruction that begins with common prefixes re- and un-; common suffixes -ful and -less; comparatives -er; superlatives -est; and common prefixes dis- and pre-. Additional lessons include inflectional endings -s and -es. Finally, students decode two- to three-syllable words with common suffixes. This integrated approach ensures that students can apply their knowledge of prefixes, suffixes, and inflectional endings within the context of multisyllabic word decoding, aligning with grade-level TEKS.

The TEKS Guide for My Reading Academy includes a systematic sequence for introducing morphemes in alignment with grade-level TEKS. This guide details the TEKS related to decoding words with various affixes, including prefixes such as un-, re-, and dis-, which modify the meanings of base words. It also covers decoding words with suffixes like -ly and -less, which alter word form and meaning. Additionally, the guide emphasizes decoding words with inflectional endings such as -s, -es, -ed, and -ing, building on foundational skills from earlier grades.

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.

Lessons include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS. For example, the “Shades of Meaning in Closely Related Words” lesson asks educators to explicitly guide students to encode words containing the common inflectional morphemes -s, -es, -ed, and -ing. The instruction begins with the educator modeling the spelling rules that govern the addition of these inflectional endings. For example, the educator demonstrates how to double consonants when adding -ed or -ing (e.g., stop becomes stopped or stopping); how to drop the final e before adding -ing or -ed (e.g., make becomes making or made); and how to change a y to i when adding certain endings (e.g., try becomes tried or trying). After modeling, the educator guides students through spelling example words, providing support as they practice encoding words with these inflectional morphemes. Eventually, students work independently to encode words with these endings, reinforcing their understanding and application of the spelling rules.

The “Understanding Prefixes and Suffixes (un-, re-, -ly, -er, -est)” lesson includes explicit (direct) instruction on morphological skills in alignment with grade-level TEKS. The lesson includes instruction on identifying how affixes (un-, re-, -ly, -er, -est) change the meaning of words. Educators model with the words happy and unhappy. The educator is prompted to explain that “happy is the base word. The word part (prefix) un- has been added to change its meaning. Un- means not, so unhappy means not happy.” This guided practice includes instruction using the words unkind, redo, quickly, bigger, and biggest. The educator asks, “What does this word mean? What does the word part (affix) mean? How did the affix change its meaning?” Students are provided the sentence stem “_____ means ____, so _____ means _____.” The practice includes choosing two base words, adding one prefix and one suffix, and explaining 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 “Sentence Builder: Prefixes 1” student activity provides cumulative practice of morphological skills in connected text by offering structured opportunities to apply decoding skills in meaningful contexts. The activity features words containing common prefixes such as un-, re-, dis-, and pre-, embedded in complete, decodable sentences designed for student practice. As students read each sentence aloud, they encounter prefixed words like unhappy, redo, dislike, and preview, which are integrated alongside previously taught phonics patterns and HFWs.

The “Word Breaker: Compound Words” activity provides students with cumulative practice with compound words in isolation. Students decompose compound words into meaningful word parts. Then, they analyze how the morphemes contribute to the meaning of the whole word.

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

The “Sentence Builder: Prefixes 2” student activity is strategically placed after the teaching video “Prefixes: Decoding un-re and dis-pre,” which focuses on prefix morphemes. This placement ensures that students are introduced to the activity only after they have been exposed to and practiced decoding words containing these prefixes in the instructional videos. The system’s design prevents the activity from being available until these upstream videos are completed, thereby controlling the sequence of learning. As a result, the connected-text passages within the activity include only prefix morphemes that students have explicitly learned and decoded earlier, reinforcing their understanding and application of these prefixes in context

In the “Two-Syllable Decoding–Identify a Word (pre-dis)” activity, students practice morphemes that have been explicitly taught. This decoding activity cannot be accessed by students until they have viewed the teaching video “Prefixes: Decoding un-re and dis-pre,” as per the adaptive nature of the program. The students practice applying the prefixes only after they have been introduced through direct instruction, ensuring that morphological practice includes only morphemes that have been explicitly taught.

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

The Instructional Guide for Repeated Readings to Build Fluency component includes lessons that provide modeling of fluent reading (including rate, accuracy, and prosody). For example, the “Read, Repeat, Perform! Night Games” lesson instructs educators to read the text to students, modeling proper rate, accuracy, and prosody. The guidance provides tips to better demonstrate rate, accuracy and prosody such as “Demonstrate a just-right pace (not too fast, not word-by-word).” The lesson provides explicit fluency strategies, including modeling expression, rhythmic phrasing, attention to punctuation and rhyme, and an appropriate reading pace before students participate in choral and echo reading to reinforce fluent reading behaviors.

The “Read, Repeat, Perform! Elf’s Picnic” lesson asks educators to begin by reading the selected text aloud with an appropriate rate, accuracy, and expressive prosody to demonstrate effective reading strategies and model fluent reading for students. The lesson provides educators with tips to better demonstrate rate, accuracy, and prosody such as “Demonstrate a just-right pace (not too fast, not word-by-word).” Following this initial modeling, the lesson transitions into student-centered activities, in which students engage in choral reading together as a class and then practice repeated reading in pairs or small groups.

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 component includes lessons for students to practice reading fluency with connected texts. For example, the “Read, Repeat, Perform” lesson encourages 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 read-aloud, choral reading, echo reading, partner reading, and a presentation. The “Read, Repeat, Perform! Let’s Go, Cats!” lesson asks students to practice reading fluency with phrases and sentences during the “Read 3: Echo Reading.” The materials then ask students to practice reading fluency with connected text during “Read 5: Presentation,” in which they perform their play by reading it aloud for the class or in small groups.

Students have opportunities to practice reading fluency with word lists. For example, the “Timed Word ID: High-Frequency Words me-has-its” activity includes multiple opportunities for students to identify HFWs (world, house, and group) as they scroll across the screen, which encourages automaticity, accuracy, and fluency in reading.

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 component includes lessons that asks 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 reader’s theater with a variety of texts including fictional narratives, nonfiction, and poetry. For example, the “Read, Repeat, Perform! Forests” lesson includes student practice with repeated readings of nonfiction text including an educator read-aloud, choral reading, echo reading, partner reading, and a presentation. This lesson uses structured opportunities for students to develop and demonstrate fluent reading skills by focusing on the expository structure of the text, which is characteristic of informational and content-area texts.



The “Read, Repeat, Perform! Billy and Betty Bunny Go to Sleep” lesson includes student practice with repeated readings of nonfiction text such as an educator read-aloud, choral reading, echo reading, partner reading, and a presentation. This poetry lesson broadens students’ fluency practice across a variety of grade-level text types 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.

One example of a text with different levels of complexity is the book Rivers of Ice (Our Changing Earth 4), an informational text that provides embedded reading support including text-to-speech and guiding questions. This read-aloud book incorporates various text features (photographs, diagrams with labels, maps with legends, and bold vocabulary words) and bolded vocabulary words for a picture and definition. The text covers topics familiar to grade 2 students (glaciers, climate, and sequence) and includes multiple paragraphs per page incorporating 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’s shorter sentences, simpler language, and controlled vocabulary support students as they build fluency and prepare for increasingly complex texts throughout the program.

The read-along text An Opening in the Earth (Our Changing Earth 6) is an informational text that provides embedded reading support such as text-to-speech and multiple-choice questions. Within the Our Changing Earth series, fluency practice materials illustrate a deliberate progression in text complexity. This range reflects gradual increases in syntax complexity, sentence length, and content sophistication, supporting students’ development toward more advanced reading comprehension and fluency skills as they transition through the grade. This series thus provides a scaffolded approach, gradually introducing students to the more challenging features of complex texts aligned with their growing literacy abilities.

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 component guides educators on providing feedback to students on reading fluency (including rate, accuracy, and prosody). For example, the reader’s theater nonfiction text “Read, Repeat, Perform! Our Changing Earth” incorporates repeated readings such as an educator read-aloud, choral reading, echo reading, partner reading, and a presentation. The lesson explicitly guides educators on giving 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 self-reflect on and improve their fluency. Observation prompts help educators to identify student strengths, address decoding or expression needs, and provide targeted feedback to improve fluent oral reading.

The Instructional Guide for Repeated Readings to Build Fluency component 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 self-reflect on and improve their fluency. Observation prompts help educators identify student strengths, address decoding or expression needs, and provide targeted feedback to improve fluent oral reading. Educators also receive guidance on optional timed rereads to help students build automaticity and maintain expression. The reader’s theater fictional narrative text “Read, Repeat, Perform! The Most Amazing Family Vacation” incorporates repeated readings such as an 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.