Phonemic Awareness & Phonics Toolkit | Grade 2 | 8yr eReader Access | 1 Manipulatives Kit for 4 students

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 Implementation Guide states that the supplemental resource provides explicit and systematic foundational reading instruction through short, targeted small-group lessons used alongside the core curriculum. The program includes 60 structured 15-minute lessons that engage students in multisensory activities focused on phonological awareness, phonemic awareness, phonics, and fluency. The materials explain that the lessons are intended to supplement core reading instruction by providing targeted instruction and practice in foundational literacy skills for students with varying learning needs.

The materials include 60 structured 15-minute lessons focused on essential reading components such as phonological awareness, phonemic awareness, phonics, and fluency. Each lesson incorporates multisensory activities and follows the “I Do, We Do, You Do” instructional model, providing opportunities for explicit instruction, guided practice, and independent application of foundational literacy skills.

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 Phonemic Awareness and Phonics Toolkit Teacher Guide includes a section titled “Pacing Guides for Second Grade,” which provides implementation guidance for using the supplemental program alongside core reading instruction. The pacing guide organizes instruction into targeted lessons and identifies the foundational literacy skills addressed throughout the sequence. The materials also include scripted lessons, instructional routines, differentiation supports, manipulatives, and hands-on activities to support implementation.

The Teacher Guide explains that the program is designed to supplement an existing reading curriculum rather than replace core instruction. Labeled lesson components identify objectives, materials, instructional steps, and targeted skills, providing educators with guidance for integrating the lessons into tier-one reading and language arts instruction.

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

The materials include a scope and sequence that identifies the literacy skills addressed throughout the program and provides Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) alignment to support instructional planning. The “Standards Alignment for Second Grade” section in the Implementation Guide outlines the sequence of skills taught throughout the program, and multiple pacing guides (165-, 180-, and 210-day) help educators understand when skills and grade-level expectations are taught across varying instructional calendars.

The scope and sequence is organized by instructional skill areas and progresses from foundational phonics skills to increasingly complex morphology and word-analysis skills. The sequence includes Short Vowel Closed Syllables, Long Vowels and Inflectional Endings, Long Vowel Open Syllables, Diphthongs, Vowel Teams and R-Controlled Vowels, Silent Letters, Prefixes and Suffixes, Encode and Decode VC Words, Consonant Blends, High-Frequency Words, and Consonant Digraphs. The materials also align each lesson to corresponding TEKS and ELPS and present skills in a progression that moves from foundational decoding skills to more advanced analysis of word structure and meaning.

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

The Implementation Guide provides guidance on time requirements and pacing for effective implementation, identifying lessons as 15-minute instructional sessions. The program includes 60 structured lessons and provides educator-facing lesson plans, pacing guides, and assessment pacing guides to support implementation throughout the school year.

The “Benefits of 15-Minute Lessons” section explains the recommended lesson duration and the use of brief, targeted instructional sessions. The materials also provide 165-, 180-, and 210-day pacing guides that outline suggested lesson schedules across different instructional calendars and identify when educators should administer lessons and assessments.

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

The materials include resources and guidance to support educators in implementing the supplemental program as designed. The Implementation Guide includes an “Effective Lesson Delivery Framework” section that outlines expectations for lesson delivery, instructional approaches, lesson structure, grade-level focus areas, and best instructional practices. The framework identifies the use of clear objectives, structured instruction, research-based instructional approaches, manipulatives and visuals, small-group instruction based on assessment data, and supports designed to provide universal access for all learners.

The materials also provide implementation guidance through detailed lesson-design expectations and instructional resources. The framework identifies lessons as 15-minute instructional sessions and explains that each of the 60 lessons incorporates multimodal learning experiences and includes visual representations of required materials and instructional steps. Guidance for implementation includes explicit and systematic instruction, modeling and guided practice, immediate feedback and correction, progress monitoring, repetition and reinforcement, and the use of instructional materials such as Sound & Phonics Cards, Elkonin Boxes, Reading Rods®, Word Cards, colored chips, and Phoneme Phones.

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

The materials include limited family supports in both English and Spanish. The “Resources” tab within the educator platform contains a downloadable Family Letter (in both English and Spanish) that describes the literacy skills students are learning through the supplemental program and explains the purpose of the lessons. The letter provides families with general information about foundational reading instruction and encourages communication between families and educators.

The Family Letter includes suggestions for supporting student progress, such as providing additional modeling and guided practice, using visual supports and gestures, practicing high-frequency words, and engaging students in word-study and sentence-writing activities. However, the materials do not include ongoing family resources, progress-monitoring tools, student-specific reports, or home-practice materials designed to support literacy development over time.

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 materials include appropriate instructional assessments aligned to the stated purpose of the supplemental program by providing diagnostic, formative, and summative assessment opportunities that support literacy intervention and progress monitoring. The program includes beginning-of-year, middle-of-year, and end-of-year assessments, as well as formative progress-monitoring tools such as Quick Checks and Spiral Reviews, which educators can use to identify literacy skill gaps, monitor mastery of targeted skills, and measure student growth over time.

The Phonemic Awareness and Phonics Toolkit Assessment Guide includes structured scoring guides for Spiral Reviews and Quick Check assessments that provide clear criteria and procedures for interpreting student responses, supporting consistent and accurate administration across instructional settings. These assessment supports enable educators to identify student strengths and needs, monitor progress in foundational literacy skills, and make instructional adjustments that support targeted intervention and remediation.

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

The Assessment Guide provides an overview of the instructional assessments included in the supplemental program and explains when and how each assessment should be administered. The materials identify diagnostic, progress-monitoring, and summative assessments and describe their role in identifying skill needs, monitoring progress, and evaluating student performance throughout instruction.

The materials define and describe the intended purpose of Quick Checks, Spiral Review assessments, and Teacher Guide assessments. The Assessment Guide identifies Quick Checks as formative assessments used to monitor student progress and determine mastery of targeted literacy skills. Spiral Review assessments measure cumulative skill development across clusters of lessons, while Teacher Guide assessments are used to evaluate student understanding of skills taught within the program. The materials also provide administration guidance and assessment timelines for each assessment type.

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

The materials include guidance to support educators in the consistent and accurate administration of instructional assessments. Assessment resources provide directions for administration, pacing, implementation procedures, and recommended instructional settings to support consistent assessment administration.

In the “Administration Guidelines” section of the Assessment Guide, the materials provide setting recommendations and procedural guidance to support consistent administration of instructional assessments. The materials direct educators to administer assessments in a quiet, distraction-free environment, provide clear instructions and examples before each section, avoid giving answers or excessive prompting, and record student responses verbatim when possible.

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

Grade 2 assessments include items at varying levels of complexity that align with the sequence of skills taught throughout the program. The Grade 2 Assessment Pacing Chart demonstrates a progression from foundational phonics skills, including decoding syllables, short and long vowel patterns, and closed syllables, to increasingly complex word-analysis skills.

As instruction progresses, assessments measure students’ mastery of digraphs, open syllables, vowel teams, diphthongs, r-controlled vowels, trigraphs, and morphology. Quick Check assessments monitor mastery of targeted skills following instruction, while Spiral Review assessments provide cumulative reviews of previously taught content across increasingly complex phonics, word-analysis, and morphology skills.

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

The materials provide guidance for interpreting student performance through assessment scoring tools and instructional recommendations. The Assessment Guide includes answer keys and scoring guides for Spiral Reviews and Quick Checks that identify performance levels, raw scores, percentages, and corresponding instructional recommendations. The materials also provide leveled activity guidance that helps educators select appropriate instructional supports based on assessment results. The scoring tools support analysis of student performance and instructional planning.

The Teacher Guide includes beginning-, middle-, and end-of-year assessments that allow educators to monitor student growth over time. These assessments provide educator-facing word lists and Student Score Sheets that support consistent administration, scoring, and documentation of student progress.

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

Assessment scoring guides provide educators with performance levels, raw scores, percentages, and recommended next steps to support interpretation of student data and instructional decision-making.

The Scoring Guide directs educators to specific lessons and leveled activities that align with student performance needs, enabling educators to target instruction based on assessment results. Additional supports, including scripted direct-instruction models, pacing guidance, and student resources, help educators address identified literacy skill gaps and adjust instruction in response to student performance trends.

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.

Grade 2 materials include student score sheets that allow educators to record and monitor student performance on phonics and word analysis skills assessed throughout the program. Assessment items focus on students’ ability to apply phonics knowledge to decode and analyze word patterns, including syllable types, vowel patterns, and morphology. For example, students analyze words such as flip to demonstrate understanding of short vowel sounds and closed-syllable patterns. The score sheets support educators in documenting individual student performance on assessment tasks aligned to the lessons taught within the program. While these forms support the collection of individual assessment data, the materials do not provide tools for analyzing cumulative performance or monitoring growth across multiple assessments.

The materials do not include tools that allow students to track their own progress and growth. Educators can document student performance using individualized score sheets. However, these tools are educator-facing and do not provide students with opportunities to independently record, monitor, or reflect on their performance over time. The program does not include student-facing progress-monitoring tools, goal-setting resources, or tracking features designed to support student ownership of growth across assessments.

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.

The materials include instructional accommodations and differentiated supports for students who have not yet reached proficiency in grade-level skills. The “Accommodations” section of the Implementation Guide provides educators with guidance on Scaffolded Instruction, Total Physical Response (TPR), and Cooperative Learning to support access to foundational literacy instruction. The materials also include scaffolded questions, such as “Can you tell me how many words are in this sentence?” “What is the first word you hear?” and “What is the last word?” to help educators provide targeted prompting and support during instruction.

In grade 2, each lesson includes a “Differentiate” box with sections for “Approaching,” “Exceeding,” and “EL (English Learner) Support.” The “Approaching” section provides targeted scaffolds and additional practice opportunities for students who have not yet reached proficiency in the lesson objective. For example, in a “Phonemic Awareness” lesson, the “Approaching” section recommends reviewing short vowels or blends and using simple CVC words such as cap, let, tin, hop, and but before introducing more complex words containing blends or digraphs, allowing students to practice the targeted skill with simpler word patterns before applying it to more complex phonics concepts.

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 Implementation Guide provides differentiation strategies for students who are “Approaching,” “Exceeding,” and “Emergent Bilingual” (EB). Each lesson includes a “Differentiate” box that provides extension opportunities for students who have mastered the lesson objective.

In grade 2, each “Differentiate” box includes an “Exceeding” section that provides enrichment activities for students who demonstrate proficiency in the targeted skill. For example, in an onset and rime/blend lesson, the “Exceeding” section directs students to manipulate phonemes by changing the onset while maintaining the same rime and generating additional words that follow the pattern.

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

The materials provide general scaffolds and differentiation supports. However, they do not include educator guidance for delivering SDI to students receiving special education services. On the “Accommodations” page of the Implementation Guide, a link directs educators to a resource titled “Scaffolded Questions to Support Understanding.” This resource provides questions, sentence stems, and educator guidance for supporting students before, during, and after lessons. While these supports may assist educators in differentiating instruction, the materials do not identify them as SDI or explain how they should be used to address the individualized needs of students receiving special education services.

The materials do not provide accommodations, modifications, or instructional recommendations specifically designed for students with disabilities. The scaffolded questions and educator guidance offer general support for student learning but do not include guidance tied to special education services, individualized goals, or disability-specific instructional needs.

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 materials include explicit prompts and guidance that support educators in modeling and explaining the literacy skills to be learned. The Implementation Guide provides structured instructional routines that incorporate educator scripts, detailed directions, and step-by-step procedures for delivering explicit instruction. Lessons consistently follow a gradual release model (“I Do, We Do, You Do”), supporting educators in introducing new skills, modeling the learning process, guiding student practice, and transitioning students to independent application.

For example, in a lesson on building words with the prefix un-, the educator models how to construct the word undo using Reading Rods during the “I Do” portion of the lesson. The lesson directs the educator to model word construction by stating, “I know the prefix un- is in the beginning. I hear /u-n/, so I will start with the rod that has un.” During the “We Do” portion, students build the word unwrap with educator guidance before independently building additional words — including untie, unable, and untrue — during the “You Do” portion.

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

The materials include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches. The Implementation Guide contains an “Effective Lesson Delivery” section that provides guidance on lesson objectives, lesson structure, grade-level focus areas, and instructional best practices. In addition, the Teacher Guide includes a “How to Use Phonemic Awareness and Phonics Toolkit” section that explains key lesson components, including objectives, materials, educator modeling, scripted instruction, differentiation, skills, words, and manipulatives. Lessons incorporate multiple instructional approaches, including gradual release (“I Do, We Do, You Do”), multimodal learning experiences, small-group instruction, visual supports, and hands-on activities.

The materials provide additional implementation guidance through embedded educator scripting and structured lesson routines. For example, in a grade 2 phonemic awareness lesson on silent letters, the lesson directs the educator to explain, “When the letters kn are in a word, the k does not make a sound. All we hear is /n/, not /k-n/.” The educator then models segmenting the word knob by tapping the sounds in an Elkonin Box and asking students to identify where they hear the /n/ sound. During the “We Do” portion, students repeat the sounds in the word knack while tapping the boxes together before independently applying the routine with additional words during the “You Do” portion.

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

Grade 2 materials provide educators with guidance on recommended instructional structures that support effective implementation. The Implementation Guide includes a “Pre-Teaching Routines” section that recommends using targeted instructional routines and corrective feedback during small-group and individual instruction.

The materials also incorporate a gradual release model that supports instruction through educator modeling, collaborative practice, and independent application. For example, in a grade 2 fluency lesson on the diphthong /oi/, the educator first models accurate reading by reading Word Cards containing words such as ploy, Troy, soil, broil, and joint while emphasizing the sounds during the “I Do” portion of the lesson. During the “We Do” portion, students read the words together as the educator displays and turns over each card. During the “You Do” portion, students work with a partner to read the Word Cards with fluency and accuracy before switching roles.

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

The materials provide educators with guidance for supporting multilingual learners through a variety of linguistic accommodations. The “Accommodations” section of the Implementation Guide includes a list of linguistic accommodations such as simplified language, pre-teaching vocabulary, Total Physical Response (TPR), Cooperative Learning, and assessment and interactional accommodations through EL and Phonemic Awareness and Phonics Toolkit (PAPT) integration. Lessons also include a “Differentiate” box with an “EL Support” section. For example, in a grade 2 digraphs lesson, students first pronounce the vowel sound independently before blending it with digraphs.

However, the materials do not provide accommodations differentiated by English language proficiency level as defined by the ELPS. The materials do not identify specific accommodations for “Beginning,” “Intermediate,” “Advanced,” and “Advanced High Proficiency” levels or provide a progression of linguistic supports that develop students’ use of increasingly sophisticated academic language. Instead, the same accommodations are broadly applied to emergent bilingual students regardless of proficiency level.

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 provide implementation guidance to support educators in effectively using the program within bilingual and ESL settings. The Implementation Guide includes an “Opportunities for Extension” section that provides differentiated instructional recommendations for multilingual learners receiving ESL services. These recommendations support language development while maintaining access to grade-level literacy content.

The extension guidance aligns with the ELPS and includes targeted strategies that support multilingual learners in developing foundational literacy skills. The materials provide recommendations for strengthening sound-symbol relationships, spelling patterns, and phoneme-grapheme correspondence when language differences may affect student understanding. The “Accommodations” section also recommends structuring academic conversations and provides sentence frames such as “I noticed that this word has a ___ pattern.”

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 materials include a systematic sequence of phonological awareness skills aligned to the grade 2 TEKS appropriate for the program’s stated purpose. The Phonemic Awareness and Phonics Toolkit Additional Lessons provide instruction in phonological awareness through multisensory activities that incorporate oral language, hand motions, and educator modeling. These lessons supplement the core Teacher Guide by developing phonological awareness prior to phonemic awareness and phonics instruction.

The Phonemic Awareness and Phonics Toolkit Additional Lessons organize instruction in a developmental sequence that progresses from larger units of sound to smaller units of sound. Students first participate in rhyming activities before blending and segmenting compound words, blending, segmenting, and deleting syllables, and working with onset and rime. Instruction then transitions to phonemic awareness activities in which students blend, segment, add, and delete individual phonemes. This organization reflects a systematic progression from larger units of sound to smaller units of sound that aligns with the grade 2 TEKS appropriate for the program’s stated purpose.

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 materials do not include a systematic sequence of phonemic awareness skills that progresses through the full range of phoneme manipulation skills described in the indicator guidance statement. The grade 2 Phonemic Awareness and Phonics Toolkit Teacher Guide and Additional Lessons provide systematic instruction in identifying, blending, and segmenting phonemes. The Additional Lessons extend this progression by providing explicit instruction in adding and deleting individual phonemes through educator modeling, guided practice, and independent application.

The grade 2 materials do not demonstrate the complete progression to more advanced phoneme manipulation skills because they do not include instruction in substituting individual phonemes. While the Additional Lessons include substitution activities, those activities focus on syllables rather than individual phonemes. As a result, the materials do not demonstrate the full progression from basic phoneme awareness skills to the complete range of phoneme manipulation skills required by the indicator guidance statement.

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 materials include explicit instruction in phonological and phonemic awareness skills aligned to the grade-level TEKS appropriate for the program’s stated purpose. Lessons provide direct educator modeling, scripted instructional language, guided practice, and independent application to develop students’ phonological and phonemic awareness. The materials use a gradual release model in which educators explicitly introduce the target skill, model the expected thinking and responses, guide students through supported practice, and then provide opportunities for students to demonstrate the skill independently.

The Phonemic Awareness and Phonics Toolkit Additional Lessons provide explicit instruction in phonological awareness. During the “Delete Compound Words” lesson, the educator models deleting one word from the compound word baseball by saying, “I am going to take away one small word from a compound word,” followed by, “I take away base, and now I have ball,” while demonstrating the concept with coordinated hand motions. Students then mirror the educator’s hand motions while deleting base from baseball, practice deleting bed from bedtime during guided instruction, and independently delete pan from pancake. The grade 2 Teacher Guide also provides explicit instruction in phonemic awareness. During the “Decode Both Sounds of ow” lesson, the educator begins by stating, “Remember the letters ow make two different sounds: /ō/ or /ou/,” then models the word low by asking, “Listen as I say this word, /l-o/. What sound of ow do you hear?” The educator demonstrates placing a colored chip in an Elkonin Box for each sound before swiping the Magnetic Wand to blend and read the word. During guided practice, students identify the sounds in cow, respond to questions such as “What is the first sound you hear?” and “What sound does ow make?” and then independently decode additional ow words using the same routine.

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 materials provide repeated practice within individual phonological and phonemic awareness lessons but do not demonstrate cumulative student practice across previously taught skills as described in the indicator guidance statement. The Phonemic Awareness and Phonics Toolkit Teacher Guide and the Phonemic Awareness and Phonics Toolkit Additional Lessons organize instruction around individual target skills. Students identify, blend, and segment phonemes while applying those skills to increasingly complex phonics patterns within individual lessons.

The materials include opportunities for students to practice the targeted skill within each lesson. For example, in the Additional Lessons, students practice blending compound words after educator modeling by combining pan and cake to make pancake during guided instruction before independently blending snow and man and back and pack to form snowman and backpack. Likewise, in the Teacher Guide “Phonemic Awareness” lesson with digraphs, students identify the position of the digraph /sh/ in shut and mash during educator modeling before segmenting and blending words such as chop, much, math, and thin using Elkonin Boxes, colored chips, and a Magnetic Wand. However, after students complete these lessons, the materials do not revisit or require students to practice these previously taught phonological and phonemic awareness skills in subsequent lessons. The Teacher Guide does not include review lessons, spiral practice, warm-up activities, or cumulative practice opportunities that intentionally integrate previously taught phonological and phonemic awareness skills with newly introduced content. As a result, the materials do not demonstrate cumulative student practice of phonological and phonemic awareness skills as described in the indicator guidance statement.

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

The materials ensure that student practice includes only phonological and phonemic awareness skills that have been explicitly taught. The Phonemic Awareness and Phonics Toolkit Teacher Guide and the Phonemic Awareness and Phonics Toolkit Additional Lessons introduce each target skill through explicit educator modeling before students participate in guided and independent practice. Lessons consistently follow an “I Do, We Do, You Do” instructional routine, ensuring students practice only the skill introduced during instruction.

The materials provide opportunities for students to apply both phonological and phonemic awareness skills after explicit instruction. In the Additional Lessons, the educator explicitly models segmenting the compound word rainbow into rain and bow before students segment notebook during guided practice and sunglasses independently using coordinated hand motions. Likewise, in the grade 2 Teacher Guide, the “Decode Words with R-Controlled Vowels” lesson models identifying and blending the sounds in stir before students identify and blend the sounds in fork during guided practice and independently decode the remaining r-controlled vowel words using Elkonin Boxes, colored chips, and a Magnetic Wand. In both resources, students practice only the phonological or phonemic awareness skill that the educator explicitly models before guided and independent application.

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 grade 2 scope and sequence organizes instruction in a systematic progression of sound–spelling patterns across the instructional year. Instruction begins with closed syllables, long vowels, and inflectional endings before progressing to open syllables, diphthongs, vowel teams, r-controlled vowels, silent-letter patterns, prefixes and suffixes, consonant digraphs, contractions, compound words, multisyllabic words, and words with complex vowel spellings. The accompanying pacing guide distributes instruction across the school year and incorporates Quick Checks and Spiral Reviews throughout instruction.

In grade 2, students begin by decoding closed syllables, long vowels, and inflectional endings in lessons 1–3 before progressing to open syllables in lessons 4–5. Instruction then introduces diphthongs, vowel teams, and r-controlled vowels in lessons 6–30, followed by silent-letter patterns, prefixes and suffixes, consonant digraphs, contractions, compound words, multisyllabic words, and increasingly complex vowel spellings, including air, ear, ure, ore, and ere. This sequence moves from more common and foundational spelling patterns toward increasingly complex orthographic patterns and morphology that align with the grade 2 TEKS.

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.

Lessons follow a gradual release structure (“I Do, We Do, You Do”) and provide educator modeling, guided practice, and independent application as students learn grade-level sound–spelling patterns. Educators explicitly introduce each pattern, model how it works in words, and guide students through encoding and decoding before independent practice.

For example, in grade 2, the lesson “Encode Words with the Soft c Sound” provides explicit instruction for the soft c pattern. During the “I Do,” the educator says, “Listen to the sounds in this word: cell, /s-e-l/. Where do you hear the soft c?” The educator then models placing colored chips in Elkonin Boxes and says, “Now I will use the Magnetic Wand to pick up each sound, /s/, /e/, and /l/.” Students next encode ace and spice with educator guidance before independently encoding lace and fancy. In the companion decoding lesson, the educator explicitly models the same pattern by saying, “Let’s build the word cent, /s-e-n-t/. I hear /s/ first. I know that is a soft c, not an s.” The educator builds and reads the word with Reading Rods, guides students through ice, and then has students independently build and read face, center, and race. These lessons provide direct educator modeling before guided and independent practice with the grade-level sound–spelling pattern.

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.

Lessons move students from encoding and decoding isolated words to connected-text reading while revisiting previously taught sound–spelling patterns in later instruction. Students apply target patterns across phonemic awareness, word building, and fluency activities using Elkonin Boxes, Reading Rods, Word Cards, and Phoneme Phones to build accuracy and automaticity.

In the “Identify the Sound of R-Controlled Vowels er/ir/ur” lesson, students identify and decode words such as girl, burn, stir, her, and curl before decoding dirt, hurt, perk, surf, and shirt with Reading Rods. Students then apply the same r-controlled vowel patterns while reading the sentences “The girl hurt her leg in the surf” and “Tell her to stir the butter so it does not burn!” In a subsequent lesson, students revisit the same r-controlled vowel patterns while encoding girl, hurt, arm, her, and thorn with Elkonin Boxes and Reading Rods before reading the connected sentence, “The girl hurt her arm on the thorn.” Students repeatedly apply previously introduced r-controlled vowel patterns across decoding, encoding, and connected-text reading as word complexity increases.

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

The Additional Lessons resource does not consistently limit student practice to previously taught sound–spelling patterns. In lessons 42–43, students practice the inflectional endings -est and -er using words such as highest, brightest, and lightning. These words contain the igh spelling pattern, but the instructional sequence does not introduce igh until lesson 52. Students therefore practice the igh spelling pattern before receiving explicit instruction.

Other lessons follow the intended instructional sequence. For example, the “Decode /kn/ and /gn/” lesson asks students to decode words such as sigh, knee, knead, and gnu. Students apply previously taught long vowel spellings while learning the newly introduced silent kn and gn patterns. Because the instructional sequence is not maintained consistently throughout the materials, students sometimes encounter sound–spelling patterns before they are 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.

The Additional Lessons resource includes a lesson on high-frequency words that references the INCLUSION in Texas High-Frequency Word List (Texas Education Agency, 2021). In lesson 38, the educator explains, “A high-frequency word is a word that is super common in the English language. However, it might not follow the sound–spelling patterns that we have already learned.” Students read, write, map, and build high-frequency words such as the, in, for, are, at, they, one, will, there, when, get, see, now, know, and back using Elkonin Boxes, Reading Rods, and gradual release routines. The lesson also includes word lists for review of previously taught high-frequency words before students move to new concepts.

The materials include a systematic sequence for introducing regular and irregular high-frequency words throughout the program. Fluency lessons identify high-frequency words, provide explicit instruction for regular and irregular high-frequency words, and include opportunities for students to read and identify those words in connected text. A lesson-by-lesson progression establishes when high-frequency words are introduced and revisited, and cumulative review supports continued practice across the grade level.

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 Additional Lessons resource includes direct instruction for recognizing, reading, writing, mapping, and building selected high-frequency words from the INCLUSION in Texas High-Frequency Word List (Texas Education Agency, 2021). In lesson 38, the educator explains, “A high-frequency word is a word that is super common in the English language. However, it might not follow the sound–spelling patterns that we have already learned.” Students then read, write, map, and build words such as the, in, for, are, at, they, one, will, there, when, get, see, now, know, and back using whiteboards, Elkonin Boxes, colored chips, and Reading Rods.

Fluency lessons include explicit instruction for decoding regular and irregular high-frequency words. Educators identify high-frequency words in connected text, explain irregular spellings, and model how irregular spellings affect word reading before students practice reading the words in sentences. However, the materials do not include explicit instruction for encoding regular and irregular high-frequency words. Although students read and identify high-frequency words during fluency practice, the lessons do not model how to encode regular and irregular high-frequency words or explain how irregular spellings affect the encoding process.

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 Additional Lessons resource provides explicit practice with selected high-frequency words in lesson 38. Students read, write, map, and build words such as the, in, for, are, at, they, one, will, there, when, get, see, now, know, and back using whiteboards, Elkonin Boxes, colored chips, and Reading Rods. The lesson also includes a word list that educators may use to review the lesson’s high-frequency words before moving to new concepts.

The materials include cumulative student practice in decoding regular and irregular high-frequency words from the referenced list. Fluency lessons provide repeated opportunities for students to read high-frequency words in isolation and in decodable connected text. Students identify high-frequency words in sentences; practice reading them with fluency, expression, and chunking; and reread connected text to build automaticity. The materials also include a lesson-by-lesson progression and cumulative review of high-frequency words across the grade level. However, the materials do not include cumulative student practice in encoding regular and irregular high-frequency words. Although students read and identify high-frequency words during fluency practice, the lessons do not provide opportunities for students to encode high-frequency words in isolation or connected text to build automaticity.

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

The Additional Lessons resource explicitly introduces selected high-frequency words in lesson 38, where students read, write, map, and build words such as the, in, for, are, at, they, one, will, there, and when from the INCLUSION in Texas High-Frequency Word List (Texas Education Agency, 2021).

The materials provide student practice using only regular and irregular high-frequency words that have been explicitly taught. Fluency lessons identify the high-frequency words for instruction before students practice reading them in connected text. Students then reread those explicitly taught high-frequency words in isolation, in sentences, and during cumulative review. The lesson-by-lesson progression and cumulative review ensure that student practice includes only previously introduced high-frequency words.

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 materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with the grade 2 TEKS and the program’s stated purpose. The grade 2 scope and sequence progresses from closed syllables, long vowels, and inflectional endings to open syllables, diphthongs, vowel teams, r-controlled vowels, silent letters, prefixes and suffixes, and increasingly complex multisyllabic word analysis. Lessons build sequentially from foundational phonics patterns toward more sophisticated decoding and encoding skills.

The sequence also systematically develops syllable division within multisyllabic words. For example, students first learn to decode and encode open syllables in lessons 4 and 5 before applying those concepts to more complex words containing multiple syllable types. Later lessons introduce r-controlled syllables, prefixes, suffixes, and multisyllabic word reading and spelling, requiring students to divide words into syllables while applying previously learned syllable types. This organized progression supports increasingly complex application of syllable knowledge in alignment with the grade 2 TEKS.

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

The materials provide explicit, direct instruction in decoding and encoding through educator modeling, guided practice, and independent application. Lessons consistently follow an “I Do,” “We Do,” and “You Do” sequence and use Elkonin Boxes, Reading Rods, chips, Word Cards, and Magnetic Wands to make sound–spelling relationships visible as students practice reading and writing words.

In the “Encode Open Syllables” lesson, the educator explicitly models encoding by saying, “Let’s use Reading Rods to spell the word tiger” and asks, “Which syllable has the long sound?” and directs students to “Use the rods to build the word, separating it by syllables.” Students then encode additional words including relax, donut, music, and bacon. In the companion “Decode Open Syllables” lesson, the educator models decoding with the word open, asks, “Where is the open syllable? What vowel do you hear?” and guides students to build and read words such as April, being, and silent. Students then independently decode baby, happy, cry, and began. Throughout the lessons, the educator explicitly models both decoding and encoding before students apply the same routines independently.

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.

The materials provide cumulative opportunities for students to decode and encode one-syllable and multisyllabic words through repeated practice in isolation and connected text. Lessons continually revisit previously taught phonics and word-analysis skills as students apply new learning to increasingly complex multisyllabic words. The grade 2 scope and sequence systematically builds from open syllables and vowel teams to r-controlled vowels, silent letters, prefixes, suffixes, and other advanced word-analysis skills.

For example, in lesson 52, students decode and encode multisyllabic words in isolation using Reading Rods during the phonics lesson. Students build and read words such as prevent, recheck, untie, prepay, remind, and uncut, applying previously learned prefix and sound–spelling knowledge. During the fluency portion of the lesson, students apply the same patterns while reading connected text, including “I premade the tea since you are unwell.” The educator models fluent reading. Students practice the sentence together and then read independently. These repeated opportunities help students transfer decoding and encoding skills from isolated word practice to connected reading and build automaticity.

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

Student practice includes only syllable types and syllable division principles that have been explicitly taught. Educators introduce each syllable type through explicit instruction before students apply the same pattern during guided and independent practice. Lessons progress from one-syllable words to multisyllabic words while reinforcing previously taught syllable knowledge.

In the “Decode Open Syllables” lesson, the educator models decoding open and asks, “Where is the open syllable? What vowel do you hear?” The educator then guides students through April, asking, “Where do you see an open syllable? What letters make this syllable?” Students independently decode being and silent, practicing only the open-syllable pattern that has already been taught. Earlier, the “Decode Closed Syllables” lesson introduced closed syllables before students decode words such as pond, bunt, slid, sand, glen, and stop, ensuring students practice only previously taught syllable types before moving to open syllables.

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 materials include a systematic sequence for introducing grade-level morphemes in alignment with the TEKS. The grade 2 scope and sequence introduces prefixes re-, un-, and pre- in lessons 46–52 before expanding instruction to suffixes -ful, -ly, and -er in lessons 53–59. Lesson 60 then integrates previously taught prefixes and suffixes, allowing students to apply multiple morphological patterns together.

This progression systematically builds morphological knowledge from individual affixes to combined application. Students first learn each morpheme through explicit instruction before applying multiple prefixes and suffixes together in cumulative decoding and encoding activities.

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

The materials provide explicit instruction on morphology through direct explanation, educator modeling, and guided practice. In lesson 71, “Decode Prefix re-,” the educator explicitly states, “A prefix comes at the beginning of a word, just like in this word,” while introducing the prefix re- using the word remake. The educator models segmenting and blending the sounds before guiding students to decode additional words including rewrite, reuse, remove, and remind.

The materials continue explicit instruction in lesson 75, “Inflectional Endings/Suffixes -s, -ed, -ing,” where the educator explains how inflectional endings change verb tense and models forming liked and liking from the base word like. Students then apply the same process with close, paste, and additional words during guided and independent practice.

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 materials include cumulative student practice of morphological skills in alignment with grade-level TEKS and the program’s stated purpose by providing repeated opportunities to apply previously taught prefixes and suffixes in both isolated words and connected text. Students revisit previously introduced morphemes and apply them in increasingly complex reading activities.

In lesson 80, “Prefixes and Suffixes,” students review previously taught prefixes and suffixes while encoding and decoding words in isolation, including farmer, mouthful, reuse, swimmer, preheat, and unlock. Students then apply those same morphemes while reading the connected sentence, “The farmer slowly ate a mouthful of precooked food.” The cumulative review requires students to recognize multiple previously taught morphemes automatically in both isolated words and connected text.

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

Student practice includes only explicitly taught morphemes. Grade 2 materials explicitly teach each prefix or suffix before students apply the skill during guided practice, independent practice, and fluency activities. The materials do not ask students to work with untaught morphemes.

In lesson 71, “Decode Prefix re-,” the educator explicitly introduces the prefix by stating, “A prefix comes at the beginning of a word, just like in this word.” The educator models decoding remake and rewrite before students independently decode remix, renew, replay, and replace. Later, the fluency section requires students to read words and sentences containing only the previously taught re- prefix, ensuring practice remains limited to explicitly taught morphology.