My Reading Academy, Kindergarten

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, Kindergarten 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, Kindergarten 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.

Other resources include comprehensive checklists for both 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. My Reading Academy, Kindergarten 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 “Making Inferences and Identifying Important Details” lesson provides explicit instructional guidance that supports educators throughout each component of the lesson while offering differentiated opportunities to address diverse student needs. For students who have demonstrated proficiency and are ready for extended learning, the optional extension activity called “Mystery Picture Game” encourages higher-level thinking by having them analyze visual clues, identify important details, and make inferences about what is happening in a picture. Through educators-guided questions such as “What clues do you see?” and “What do you think is happening?” students apply inferential thinking skills in an engaging and meaningful context. The lesson also includes targeted support and instructional adaptations for students who require additional assistance such as specific scaffolds for multilingual learners (MLLs) to ensure equitable access to the content and support the development of foundational comprehension skills.

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

The “Making Inferences and Identifying Important Details” lesson features explicit modeling, think-alouds, guided practice, and structured questioning that provide multiple opportunities for students to engage with the content and demonstrate understanding. Supports such as anchor charts, educator-led discussions, sentence frames, visual aids, and varied response options—including oral, written, or drawn—offer diverse pathways for students to access learning and express their thinking. The materials also incorporate Universal Design for Learning (UDL) principles, offering flexible response options, interactive discussions, and scaffolded activities to promote participation and comprehension.

Instructional scaffolds may support students receiving special education services through explicit educator modeling, think-alouds, visual supports, guided questioning, opportunities for oral language development, and multiple response formats. For example, the “Making Inferences and Identifying Important Details” lesson teaches students how to make inferences using a structured process. They identify clues from the text and illustrations, connect those clues to prior knowledge, and make a “smart guess” about what is happening in the story. Supports include using anchor charts to visually reinforce concepts, educator modeling of inferential thinking, recording student responses on charts, and guided discussions that help students identify clues and important details. The lesson also incorporates UDL support by encouraging students to respond through speaking, pointing, or drawing and by using pictures and visual cues to support comprehension. Additional scaffolds include sentence frames such as “I think ___ because ___,” opportunities for partner discussion, gestures to model responses, and allowing students to point rather than speak or write when demonstrating understanding. These supports provide multiple pathways for students to access content and demonstrate learning.

The “Transportation Vocabulary” lesson plan includes UDL supports that include writing sentence stems on the board, providing feedback, and asking questions. These supports prompt students to use the new vocabulary and encourages them to use sentence frames to respond to the text.

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.”


Explicit educator prompts and guidance support direct instruction by teaching students how print conveys meaning and how illustrations support comprehension. For example, the “Print and Pictures Work Together” lesson provides educator scripts, modeled examples, and guided discussions that demonstrate the relationship between text and pictures. The lesson directs educators to explicitly point to and discuss print and illustrations, model how text communicates meaning, and explain how pictures provide additional information that supports understanding. The lesson further guides educators through interactive demonstrations such as covering illustrations to make predictions from the text and covering the text to infer meaning from the pictures, helping students understand how both work together to tell a story. Guided practice, sentence frames, and structured questioning support students as they learn to identify connections between words and illustrations and apply the skill independently.

The educator-led lesson plans include detailed, explicit prompts and guidance to help educators effectively model and explain the targeted skills. These prompts function like a script, providing clear instructions on what the educator should say and do at each stage of the lesson. For example, the “Establishing a Purpose for Reading” lesson plan offers bolded prompts that guide the educator through introducing the concept, demonstrating the skill through modeling, and facilitating student practice. The plan also incorporates example statements and questions to reinforce understanding, including review questions to assess comprehension and specific “Check for Understanding” prompts to monitor student progress during the lesson. Additionally, the lesson includes suggested closing statements to summarize key points and reinforce learning objectives. This structured approach ensures that educators have comprehensive support to deliver lessons confidently, promote student engagement, and scaffold learning effectively.

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

The materials guide educators on a variety of recommended instructional structures to support effective implementation. For example, the “Distinguishing Letters from Words in Sentences” lesson guides educators on facilitating instruction using a variety of instructional approaches. The lesson includes educator modeling during direct instruction; collaborative card-sorting activities during guided practice; independent application through circling, underlining, and counting tasks during independent practice; whole-group discussion during review and share; and an extension activity in which students create mini-books.


Another example where the program provides varied instructional approaches is the “Finding Words Using a Picture Dictionary or Digital Resource” lesson. This lesson includes whole-group instruction for educator modeling and vocabulary instruction; collaborative learning opportunities in which students work together to locate words in a picture dictionary; and independent practice in which students locate, record, and illustrate words on their own. Additional guidance includes partner-based extension activities and support for MLLs, both of which encourage collaboration and discussion. These instructional structures provide educators with clear recommendations for organizing student learning throughout the lesson.

The “Making Inferences and Identifying Important Details” lesson guides educators on lesson delivery and facilitation. The lesson provides educators with a list of materials including key vocabulary to emphasize and multiple ways to demonstrate concepts such as think-alouds, explicit questioning, and provision of sentence frames. The lesson also provides educators with examples of how to respond to students as they learn. The UDL callouts, extension activities, adaptations for MLLs, and student success strategies provide a variety of instructional approaches.

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

The 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 “Five Senses Vocabulary” lesson specifies the use of whole-group instruction for vocabulary introduction, modeling, and class discussions, enabling clear and consistent teaching of new concepts. During guided practice, students work collaboratively through turn-and-talk activities, promoting peer interaction and deeper understanding. In independent practice, along with “Review and Share” activities, students apply their learning individually, reinforcing skills and fostering confidence. The lesson provides educators with strategies for facilitating discussions, effectively organizing student partnerships, providing sentence stems to support language development, and monitoring student responses throughout the lesson. These structured approaches help create an engaging, supportive, and well-managed learning environment tailored to diverse student needs.


The Guide to Differentiated Instruction provides recommendations for organizing instruction through targeted small-group and one-on-one instructional settings. 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.

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 MLL 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.

Educator-led lessons include an “Adaptations for Multilingual Learners” section. This section details how educators might support students at various levels of language proficiency. For example, the “Shades of Meaning in Verbs” lesson encourages educators to have emerging students repeat the vocabulary words while developing students might share verbs from their home language.

The materials provide educators with linguistic accommodations tailored to students’ varying levels of language proficiency to support the use and development of increasingly sophisticated academic language. For example, the “Finding Supporting Reasons” lesson features supports for entering and emerging learners that include dictated responses, labeling activities, and visual supports to facilitate understanding and participation. Developing and expanding learners are supported with text-based vocabulary applications, encouraging them to connect new words to context and deepen their understanding. The materials provide bridging and reaching learners with opportunities to use newly acquired academic vocabulary in conversations, promoting active use and mastery. Additional scaffolds such as background knowledge activation, visuals, strategic peer pairings, structured discussions, and writing opportunities further support students in developing and applying academic language related to analyzing an author’s point of view and supporting reasons. These scaffolds foster both language and content understanding.

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 effectively meeting the needs of MLLs through strategies such as differentiated language supports, visual aids, partner practice, bilingual vocabulary labels, and structured oral language activities. For example, the “Distinguishing Letters from Words in Sentences” lesson provides instructional recommendations that help educators adapt foundational literacy instruction to accommodate students with varying levels of English proficiency, ensuring that all learners can access and engage with the content in bilingual and ESL settings.

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 “Oral Retelling of a Story” lesson includes implementation guidance that helps educators working with MLLs through differentiated supports, visual scaffolds, structured oral language activities, graphic organizers, sentence frames, and strategic student pairings. These resources provide educators with instructional support for use in bilingual and ESL settings. The lesson focuses on accommodations and language-development support for MLLs.

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, Kindergarten includes a systematic sequence of phonological awareness skills aligned with grade K TEKS. The guide details a deliberate, planned, and logically sequenced scope that begins with rhyme and alliteration at the word and onset level. It 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 where each skill is explicitly taught and practiced, ensuring alignment with the TEKS standards.

The program includes “Phonemic Awareness” instruction beginning with rhyming, syllabication, and alliteration and progressing to phonemic awareness (segmenting, blending, deleting, and substituting phonemes). The scope and sequence includes instruction of the skill onset and rime. The sequence builds cumulatively throughout the year and aligns with grade K phonological awareness TEKS.

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, Kindergarten aligns phonemic awareness instruction to grade K TEKS 2A and documents a progression from phoneme identification and blending to segmentation and phoneme manipulation. The guide identifies where students practice adding, deleting, and substituting phonemes, demonstrating a systematic sequence that progresses from basic phonemic awareness skills to more advanced phoneme-level operations.


The scope and sequence includes systematic phonemic awareness skills in alignment with grade K TEKS such as phonemic awareness skills designed with a sequence of instruction and practice that moves from identifying, segmenting, and blending phonemes to deleting and substituting phonemes.

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 Blending and Segmenting” teaching video provides explicit instruction in phonemic awareness skills in alignment with grade K TEKS. The educator-led instruction focuses on two foundational phonemic awareness skills, the skills of phoneme blending and phoneme segmentation. The video begins by clearly naming the skills students will learn and then models each skill with explicit think-aloud language at the three-sound (one-syllable) word level, using precise academic terminology such as phoneme, blend, and segment. Educators use worked examples before guiding students into practice activities within the same module. The instruction builds upon prior phonological awareness work at the rhyme, alliteration, and syllable levels and aligns with grade K phonemic awareness TEKS, ensuring that the skills of blending spoken phonemes to form words and segmenting words into individual phonemes are explicitly taught and supported.

The “Alliteration” teaching video provides explicit instruction in phonological awareness skills in alignment with grade K TEKS. This video explains and models phonological skills, with a narrator teaching alliteration using the direct instruction model. The educator directly explains that words are made up of sounds, explicitly explains the skill of alliteration, and provides examples with modeling. The initial /m/ sounds in mouse and map are featured as examples of alliteration. The video also asks students to say the initial sound of the word cat and provides wait time for students to respond.

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 alliteration lesson includes an introductory video using examples and non-examples of alliteration. For example, son and sack start with the same sound, but moon starts with a different sound. The “Alliteration Practice: Froggy Feeder” interactive game includes instructions on how to play and provides multiple opportunities for students to practice alliteration. In the activity, students locate words with the same initial sound and practice alliteration skills taught separately in previous lessons. This skill also builds on previously taught phoneme isolation skills. Students have multiple opportunities to practice these cumulative skills within the activity.

The “Phoneme Blending & Segmenting Practice” interactive game provides students with cumulative phoneme-level practice. Following the teaching video, which models phoneme blending and segmenting, students independently apply both skills across an increasingly complex set of one-syllable words. The activity reviews phonemes and word patterns introduced in earlier sessions while introducing new combinations, ensuring that each round of practice consolidates previous learning rather than replacing it. The cumulative structure promotes ongoing practice of prior phonemes alongside new ones, helping students develop the phoneme-level fluency essential for decoding and reading proficiency.

The “Segmenting 4-Sound Words: Initial Blends” lesson includes cumulative practice of phonemic awareness skills by prompting students to apply their previously learned phoneme-segmentation strategies to more complex four-sound words with initial blends. Students identify and segment individual phonemes using tools such as sound boxes, counters, and oral rehearsal, reinforcing foundational sound-analysis skills while gradually extending their abilities to handle more intricate word structures. This approach supports ongoing development of precise phonemic segmentation and decoding skills.

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

The “Blending Phonemes Practice: Sound Hound” interactive activity, which focuses on identifying initial phonemes, represents students practicing previously taught phonological skills using the program’s digital platform. Students listen to the word leaf and use the blurt to choose /l/, the first sound in the word. They then drag the correct blurt into the first slot in “Sound Hound.” Students receive a card as a reward for correct answers and fill out the card as they continue to choose initial sounds for words such as rice, safe, web, foot, and cone. They win the game at the end when they earn all the game cards for correct answers.


The interactive activity games include phonological and phonetic awareness skills that have been explicitly taught. For example, the “Alliteration Boss Level: Blurt Club” game includes alliteration practice that follows a similar constrained pattern as other activities but operates at a different level within the phonological-awareness hierarchy. This activity is accessible only after students have viewed the “Alliteration” teaching video in its entirety, providing explicit instruction that defines the skill and models the routine. The practice items focus exclusively on initial-sound targets that were introduced upstream, with no new alliteration targets or initial-sound patterns added at this stage. This gating strategy ensures that students do not encounter alliteration practice items before receiving the corresponding instruction, thereby supporting systematic and scaffolded development of phonological awareness skills.

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 (VC, CVC) to more complex (CVCC). It also includes instruction on decoding CCVC words [TEKS K.2B (ii)], which aligns with grade K sound–spelling patterns. Due to the program’s adaptive nature, students experience a non-linear progression in alignment with the TEKS, with built-in review and repetition of learning over time, and skills are prioritized according to each student’s learning needs.


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 the grade K TEKS. For example, clicking on the 110.2.b.2.B.ii standard provides a list of learning activities for letter-sound relationships to decode, including VC, VCV, CVCC, and vowel-vowel-consonant-vowel (VVCV) words. Activities included are “Word Bird Practice,” “Word Bird Boss,” “Sound Hound Practice,” “Sound Hound Boss,” and teaching videos. Due to the program’s adaptive nature, 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.

Teaching videos provide explicit instruction in decoding words using sound–spelling patterns in alignment with grade K TEKS. For example, the “CVC Decoding 1” video includes an explanation and modeling of how to decode words using VC and CVC sound–spelling patterns. The animated educator names the skill, models how to decode CVC words, and then provides examples to guide students in practicing the skill. The educator reminds students that all words are made up of letters that stand for sounds. The video demonstrates how to blend letter sounds to read words (at and sat). Instruction includes direct repeated practice and opportunities for students to demonstrate decoding using foundational VC and CVC word patterns.

Lessons provide explicit instruction in decoding words using sound–spelling patterns in alignment with grade K TEKS. For example, the “Spelling VC and CVC Words” lesson provides explicit (direct) instruction in encoding (spelling) VC and CVC words, aligned with grade-level standards. The lesson begins with a clear objective, explicitly connects each phoneme to its corresponding grapheme, and models the spelling routine using academic language and Elkonin boxes. Educators are guided through structured practice and independent practice activities, incorporating ongoing, purposeful feedback to support student mastery. Positioned within the instructional sequence alongside the “CVC Decoding” teaching video, this lesson offers the encoding component required to meet the criterion for effective instruction, ensuring students develop strong spelling skills in accordance with grade K expectations.

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 decodable reader book A Big Map is a virtual, interactive text that allows students to practice decoding by applying their knowledge of newly learned VC and CVC sound–spelling patterns and to reinforce previously learned HFWs, such as has, see, and likes. Students can click a highlighted word to use the text-to-speech feature as needed.

Students practice decoding words in isolation using sound–spelling patterns through repeated opportunities to apply letter-sound relationships when reading VC words. For example, the “Decoding VC Words Using Letter-Sound Relationships” lesson offers multiple opportunities for students to apply previously learned letter-sound relationships and blending skills, thereby fostering automatic word reading. In the lesson, students decode words such as am, at, it, on, up, and in during guided and independent practice. This practice reinforces automaticity through repeated blending and reading activities. Students decode words in isolation using word cards, blending cards, and partner reading exercises. Extension activities encourage students to incorporate decoded words into short sentences..

Students practice encoding words in isolation using sound–spelling patterns, with multiple opportunities to segment sounds and to spell VC and CVC words. For example, in the “Spelling VC and CVC Words” lesson, students apply their understanding of letter-sound relationships to spell words such as am, at, cat, dog, and sun during guided and independent activities. They practice encoding words in isolation by tapping sounds, constructing words with letter tiles, using sound boxes, and spelling words independently. Students have opportunities to explain their spelling choices and extension activities that promote sentence-level application. These opportunities support ongoing practice with sound–spelling patterns and help develop automaticity in spelling.

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, before participating in the activity “Sound Slider: m-t-s-a,” students must view the explicit instruction lesson “Letter-Sound Correspondence.” Each word in the activity is constructed from the four-letter sounds (m/t/s/a) that have been explicitly taught in this teaching video. The activity includes student practice with matching letters and sounds in an interactive game. Students play a matching game that includes a review of the letter t, an image of a tiger, and the /t/ sound. The game also reviews the letter m, an image of a monkey, and the sound /m/. Students earn letter tiles as they match the blurt sounds to the correct letters and win the game after they collect all the tiles.

The “Sentence Show,” a connected-text practice activity positioned later in the grade K phonics sequence, supports sound–spelling patterns that have been explicitly taught. This demonstrates that the gating constraint applies throughout the entire grade K program. In this activity, students read short, decodable sentences composed of CVC words and previously introduced HFWs. All words in every sentence are derived from sound–spelling patterns that have been explicitly taught: CVC blending from the “CVC Decoding 1” teaching video, the immediate upstream gating instruction, and surrounding letter-sound correspondences from earlier in the grade K sequence. The activity is locked behind the CVC decoding teaching video, ensuring that students cannot encounter CVC sentence reading until they have received explicit instruction in CVC decoding. This strategy aligns with TEKS standards and prior teaching in connected text.

The “Decoding VC Words Using Letter-Sound Relationships” lesson includes student practice using only sound–spelling patterns that have been explicitly taught. The educator introduces and models decoding VC words by identifying letter sounds and blending them together to read words such as am, at, it, on, up, and in. During guided and independent practice, students apply the same letter-sound relationships and blending routines to decode VC words. All student practice activities focus on the VC patterns introduced during instruction, ensuring that students practice only the sound–spelling patterns explicitly taught.

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.

There is a systematic sequence for introducing regular and irregular HFWs from a research-based list, in alignment with grade-level TEKS. For example, the scope and sequence document provides a comprehensive overview of the progression of HFW instruction for grade K throughout the academic year. This document identifies eight pairs of HFWs, namely a/l, at/it, in/is, on/to, the/he, be/we, are, and was/for. It also details the specific order in which these word pairs are introduced to students. The sequence is carefully designed based on research to support optimal reading development. Each set of HFWs is paired with the phonics patterns being taught at that particular point in the curriculum. Irregular HFWs that do not follow standard phonetic patterns are flagged for memorization, helping students recognize these words as sight words.

The TEKS Guide for My Reading Academy, Kindergarten maps grade K 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 K TEKS. Clicking on the 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 program’s adaptive nature, 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 includes explicit (direct) instruction in decoding and encoding the grade K HFWs said and sat. The lesson plan includes a gradual release model of instruction. The script prompts the educator to say, “When we spell words, we listen to their sounds. This word has a tricky part that we need to remember.” The lesson also prompts the educator to write the word said, say the word said, and tap the sounds /s/, /e/, and /d/. The lesson also prompts the educator to say, “The sound /s/ is spelled with the letter s. The sound /e/ is spelled with ai. We remember that part. The sound /d/ is spelled with the letter d.” The educator repeats this routine with the words and and sat.

The “High-Frequency Words a, I” teaching video provides explicit, direct decoding instruction for the first two HFWs in the grade K sequence: a and I. The educator introduces each word, models its pronunciation, demonstrates its use in context, and guides students through the decoding routine they will use during the paired “Twirly Words” online practice activities. Serving as upstream gating instruction for the “Twirly Words” online practice activities, this video complements the standards-based “Sound–Spelling Patterns and High-Frequency Words” lesson by delivering explicit decoding and encoding instruction on the same HFWs. This strategy supports students in mastering both decoding and encoding skills.

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 Mess includes HFWs and decodable texts for grade K. The interactive book includes text-to-speech support for the words bake, what, and good.

The “Recognizing and Reading High-Frequency Words” lesson has students engage in cumulative practice in decoding and encoding HFWs drawn from a research-based list to strengthen their foundational literacy skills. This practice involves multiple activities, including reading the words aloud, identifying their spelling patterns, spelling the words correctly, and writing them in various contexts. Educators use a variety of hands-on tools such as word cards, sound boxes, and letter tiles to make the learning process interactive and multisensory, reinforcing word recognition and spelling patterns. Additionally, students participate in writing activities that require them to use these HFWs in sentences, fostering both reading fluency and writing proficiency.

The “Twirly Words” student activity provides students with cumulative practice decoding and encoding HFWs in isolation. Students first receive explicit instruction through the corresponding teaching video and then repeatedly practice recognizing and reading the target words during the activity and subsequent boss assessment. This instructional sequence is repeated across all grade K HFW sets, providing cumulative exposure and repeated opportunities to build automaticity with grade-level HFWs.

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

In the “Recognizing and Reading High-Frequency Words” lesson, students practice only regular and irregular HFWs that have been explicitly taught. The lesson has students engage in comprehensive practice decoding and encoding HFWs drawn from a research-based list to strengthen their foundational literacy skills. This practice involves multiple activities, including reading the words aloud, identifying their spelling patterns, spelling the words correctly, and writing them in various contexts. Educators use a variety of hands-on tools such as word cards, sound boxes, and letter tiles to make the learning process interactive and multisensory, which helps reinforce word recognition and spelling patterns. Additionally, students participate in writing activities that require them to use these HFWs in sentences, fostering both reading fluency and writing proficiency. By being exposed to and practicing with common words such as had, come, and here, students develop automatic word recognition.

In the “Twirly Words: High-Frequency Words in, is” activity, students practice only regular and irregular HFWs that have been explicitly taught. They begin with explicit decoding instruction in the teaching video, then practice the HFWs in isolation through the activity, and ultimately encounter the same words in the formative assessment “Twirly Words Boss 2.” Each activity recycles only the HFWs introduced in the preceding step. This routine—teaching video, practice, and assessment—is repeated for every HFW pair across the grade K sequence (a/l, at/it, in/is, on/to, the/he, we/are, was/for). This strategy builds mastery across grade K HFWs as students advance.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.

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.

This guidance statement is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable or multisyllabic words.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable and multisyllabic words.

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

This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.

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 guidance is not applicable to the program because TEKS for the grade level do not list morphemes.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list morphological skills.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list morphological skills.

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

This guidance is not applicable to the program because TEKS for the grade level do not list morphemes.