Phonemic Awareness & Phonics Toolkit Intervention: Foundational Skills | Grade 1 | 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. The program includes 80 structured 15-minute lessons that engage students in multisensory activities focused on phonological awareness, phonemic awareness, phonics, and word study. The materials explain that the lessons provide additional practice and instruction in foundational literacy skills to enhance grade-level reading instruction and support students with varying learning needs.

The materials include 80 structured 15-minute lessons organized into four sections: Phonological and Phonemic Awareness and Short Vowel Closed Syllables; Long Vowels and Irregular Consonants; Diphthongs, Vowel Teams, and R-Controlled Vowels; and Prefixes and Suffixes/Inflectional Endings. 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, Intervention: Foundational Skills Teacher Guide includes a section titled “How to Use the Phonemic Awareness and Phonics Intervention Toolkit,” which provides guidance for implementing the supplemental lessons and instructional routines. The guide explains that each lesson includes clearly identified objectives; detailed materials lists; guided and independent activities; outlined skills and applicable words; differentiation options; manipulatives; and step-by-step, hands-on instruction. The materials describe the program as support for students needing intervention in foundational skills and provide opportunities for additional practice and review of foundational literacy concepts.

The Teacher Guide provides clearly labeled lesson components that identify objectives, materials, instructional steps, and targeted skills. Lessons follow an “I Do, We Do, You Do” instructional model and include guided practice, independent application, differentiation supports, and supplemental word lists. These features provide educators with guidance for incorporating the lessons alongside existing 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 Intervention: Foundational Skills” 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 materials align lessons to the corresponding TEKS and ELPS from grades K–2, allowing educators to identify and address foundational skill needs across grade levels.

The scope and sequence is organized by instructional skill areas and progresses from foundational phonological awareness and phonemic awareness skills to increasingly complex phonics and word-analysis concepts. The sequence includes Phonological and Phonemic Awareness and Short Vowel Closed Syllables; Long Vowels and Irregular Consonants; Diphthongs, Vowel Teams, and R-Controlled Vowels; Prefixes and Suffixes/Inflectional Endings; Consonant Digraphs; Contractions and Compound Words; Trigraphs; Syllable Types; Consonant Blends; High-Frequency Words; and Multisyllabic Words. The materials present skills in a progression that builds from basic phonological awareness and phonics patterns to more advanced decoding and word-analysis concepts.

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 80 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 lessons and assessments should be administered.

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 80 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.

The assessments include items at varying levels of complexity that align with the sequence of skills taught throughout the program. The Phonemic Awareness and Phonics Toolkit (PAPT) Intervention Assessment Pacing Chart in the Assessment Guide demonstrates a progression from foundational phonological awareness skills, including rhyming and blending phonemes, to increasingly complex phonics and word-analysis skills, such as decoding closed syllables, vowel patterns, diphthongs, and prefixes.

As instruction advances, assessments measure students’ mastery of progressively more complex foundational literacy skills across the K–2 continuum. The assessment sequence moves from early phonological awareness and simple decoding tasks to more advanced concepts, including r-controlled vowels, inflectional endings, and other phonics and word-analysis skills. Quick Check assessments monitor mastery of targeted skills following instruction, while Spiral Review assessments measure retention of previously taught content across increasingly complex foundational literacy 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.

The materials include Student Score Sheets that allow educators to record and monitor student performance on foundational literacy skills assessed throughout the program. Assessment items focus on phonological awareness and phonics skills, including identifying and analyzing sounds within words. For example, students are asked questions such as “How many sounds are in the word clap?” to demonstrate understanding of phoneme segmentation and sound analysis. 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 Teacher Guide provides scaffolded instructional supports within each lesson through differentiation guidance that offers alternative approaches for teaching targeted skills. For example, in a lesson on decoding words with the silent letter combinations kn, gn, wr, and mb, the materials recommend writing the words and underlining the silent-letter consonant combinations to emphasize that the letters work together to represent a single sound. Similar differentiation supports are embedded throughout the lessons to help educators adjust instruction and provide targeted support during foundational literacy instruction.

Lessons include differentiated activities that provide additional practice opportunities for students who have not yet reached proficiency in the lesson objective. For example, in a lesson on encoding and building words with both sounds of the diphthong /oo/, the materials direct the educator to have students repeat the sounds as they build each word and then practice swiping from left to right to read the completed word. This structured support provides additional opportunities to practice phoneme-grapheme relationships before students apply the skill more independently.

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 Teacher Guide includes differentiation guidance with suggestions for students who are exceeding expectations, and lessons provide extension opportunities for students who have mastered the targeted skill. The materials also include an “Extension Activities for Proficient Learners” resource that provides enrichment ideas for a variety of phonics skills, including sentence stems, educator guidance, and cross-curricular activities.

Lessons include extension activities that provide enrichment opportunities for students who demonstrate proficiency in the lesson objective. For example, in a lesson on decoding short and long vowel words, the extension activity directs students to use Reading Rods to build additional short- and long-vowel words after completing the lesson task. The “Extension Activities for Proficient Learners” resource also includes enrichment opportunities such as composing short poems or stories using target sound patterns.

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 Teacher Guide provides explicit prompts and guidance that support educators in modeling and explaining phonemic awareness and phonics skills. Lessons follow a gradual release structure of “I Do,” “We Do,” and “You Do,” moving from educator modeling to guided practice and then to independent student application. Throughout the lessons, educators receive specific instructional prompts, explanations, and questioning techniques that help introduce and reinforce targeted literacy skills before students practice them independently.

For example, in a lesson on encoding short-vowel words with final consonant ck, the “I Do” section directs educators to use words such as rock, lick, check, sack, and duck. The materials prompt educators to explain that the digraph ck usually appears at the end of a word and represents the /k/ sound. Students are then asked what they notice about the words, leading them to recognize that each word ends with the /k/ sound. The lesson also directs educators to model phoneme segmentation by saying each sound in the word band while holding up one finger for each phoneme before students apply the skill independently.

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, Intervention: Foundational Skills” 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. The “Effective Lesson Delivery Framework” section of the Implementation Guide recommends small-group instruction based on assessment data and multimodal learning experiences that incorporate visual, auditory, kinesthetic, and tactile supports. For example, in a lesson on the /ch/ sound, students connect the sound to the spelling patterns ch and tch and then apply their learning by building and writing words such as chip on a dry erase board. The lesson incorporates manipulatives, writing activities, and word-building tasks to reinforce phonics instruction through multiple 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 materials provide educator guidance on recommended instructional structures that support effective implementation. In the “Introduction to Pre-Teaching Routines” section, the Implementation Guide explains that educators introduce concepts using the same instructional language used during whole-group instruction and then provide follow-up support through targeted small-group instruction. The materials recommend using assessment data to create small, educator-led groups for center instruction, allowing educators to address specific skill gaps and provide focused intervention based on student needs.

The materials also incorporate a gradual release model that supports instruction through educator modeling, collaborative practice, and independent application. For example, in a lesson on encoding and decoding words with long o, the educator first models the sounds in the word glow by placing colored chips in Elkonin Boxes and sweeping a Magnetic Wand to blend the sounds during the “I Do” portion of the lesson. During the “We Do” portion, students repeat the process together with the words boat and boast. During the “You Do” portion, students independently encode and decode additional words and identify the Elkonin Box needed for each word.

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 English Learner (EL) and PAPT integration. Lessons also include a “Differentiate” box with an “EL Support” section. For example, a lesson recommends pairing images with unfamiliar words used in Elkonin Box activities to help students connect vocabulary to meaning.

However, the materials do not provide accommodations differentiated 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 (EB) 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 include implementation guidance to support educators in effectively using the program with multilingual students in bilingual and ESL settings. The Implementation Guide provides specific recommendations for supporting language development and accessing phonics instruction. In the “Opportunities for Extension” section, the materials note that multilingual students may need additional time to develop sound-symbol relationships and understand spelling patterns due to differences between languages. The guide recommends providing additional modeling and guided practice to help students develop phoneme-grapheme correspondence and strengthen foundational literacy skills.

The materials also provide guidance for promoting meaningful language use during instruction. The “Accommodations” section recommends structuring academic conversations that encourage students to discuss phonics concepts and word patterns using oral language. To support participation, the materials provide sentence frames such as “I noticed that this word has a ___ pattern.” These language supports help students engage in academic discussions while practicing content-specific vocabulary and literacy concepts.

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 grade 1 TEKS and the program’s stated purpose. The “Intervention: Foundational Skills” scope and sequence introduces phonological awareness skills in a developmental order, beginning with rhyming in lesson 1, progressing to blending and segmenting compound words in lesson 2, deleting and substituting compound words and syllables in lessons 2–3, and then introducing onset and rime activities before transitioning to phonemic awareness. This sequence moves from larger units of sound to progressively smaller units of sound.

Lesson-level instruction reflects this progression. For example, students first identify and produce rhyming words before blending and segmenting compound words using hand motions. They then manipulate compound words and syllables by deleting and substituting word parts before advancing to onset and rime activities and phonemic awareness lessons. The organization of the lessons demonstrates a systematic progression from foundational phonological awareness skills to increasingly complex oral language tasks appropriate for grade 1.

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 include phonemic awareness instruction aligned to the program’s stated purpose, including phoneme isolation, blending, segmenting, adding, and deleting. However, the sequence does not consistently progress from basic phoneme-level skills to more complex phoneme manipulation skills as described in the indicator guidance statement. For example, lesson 5 introduces adding and deleting phonemes before lesson 6 introduces phoneme isolation and lesson 7 focuses on segmenting phonemes. The organization of the lessons does not clearly establish a progression from foundational phoneme awareness skills to more advanced phoneme manipulation.

Lesson-level instruction demonstrates explicit teaching of individual phonemic awareness skills. Students isolate phonemes using Elkonin boxes in lesson 6 and segment phonemes with colored chips and Magnetic Wands in lesson 7. Earlier lessons, however, introduce phoneme addition and deletion before students receive instruction in these foundational phoneme-level skills. As a result, the materials do not clearly demonstrate the systematic progression from basic phonemic awareness skills to more complex phoneme manipulation 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 grade 1 TEKS and the program’s stated purpose. Lessons provide scripted educator language, step-by-step modeling, multisensory routines, guided practice, and independent application to introduce each target skill before students practice it.

The materials provide explicit instruction across both phonological and phonemic awareness. During the “Deleting and Substituting Compound Words” lesson, the educator states, “I can say backdrop without drop. I’m left with back. Now, I can change drop to hand to make the word backhand,” while modeling each step with coordinated hand motions before students complete guided and independent practice. During the “Segmenting Phonemes” lesson, the educator explicitly models the skill by stating, “Let’s break apart the word stop and put a chip down for each sound that we hear,” before demonstrating the activity with colored chips. Students then practice changing sounds in words such as stop to step and band to bend before independently segmenting additional words using Magnetic Wands and Elkonin boxes. These lessons provide direct educator modeling before students apply the same skill through guided and independent practice.

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. Each lesson focuses on a single target skill and provides opportunities for educator modeling, guided practice, and independent application of that skill.

For example, in the Additional Lessons “Segmenting Syllables” lesson, the educator models segmenting before into be and fore using hand motions before students segment zipper during guided practice and independently segment picture. Similarly, in the Teacher Guide “Encode Short i” phonemic awareness lesson, the educator models segmenting the sounds in in using Elkonin Boxes and colored chips, guides students in segmenting hit, and then has students independently segment pin, dim, and fig. In both lessons, students receive multiple opportunities to practice the targeted skill within the lesson. However, subsequent lessons introduce new phonological or phonemic awareness skills rather than revisiting syllable segmentation or phoneme segmentation of short i words for cumulative review. Although the materials consistently reuse instructional routines, such as hand motions, Elkonin Boxes, colored chips, and Magnetic Wands, they do not include review lessons, spiral warm-ups, mixed-skill practice, or cumulative application activities that require students to apply previously taught phonological or phonemic awareness skills alongside newly introduced content. Instead, each lesson teaches and practices a single target skill before moving to the next lesson. As a result, the materials do not demonstrate cumulative student practice of phonological and phonemic awareness skills as described in the indicator.

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. Each lesson introduces the target skill through educator modeling before students participate in guided and independent practice. Students practice the same phonological or phonemic awareness skill presented during instruction without being asked to apply untaught skills.

During “Blending and Segmenting Multisyllabic Words,” the educator states, “I am going to make a word. I will blend word parts together to make it. These word parts are called syllables.” The educator models blending kit and ten to form kitten, then demonstrates segmenting kitten back into its syllables. Students practice with before, zipper, and picture before independently blending and segmenting additional multisyllabic words. Later in the lesson, the educator explicitly models deleting and substituting syllables by stating, “I can say telling without tell. I’m left with -ing. Now I can change tell to read to make reading.” Students then manipulate syllables in reading, raining, and rainy. In both activities, students practice only the skills that the educator explicitly models before guided and independent practice.

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 materials organize grade 1 sound–spelling instruction in a systematic sequence that builds from basic phonics patterns to increasingly complex decoding and encoding skills. The grade 1 Standards Alignment charts show instruction progressing from short vowels and consonant digraphs to long vowels, open syllables, irregular consonants, inflectional endings, contractions, trigraphs, r-controlled vowels, syllable types, vowel teams, multisyllabic words, and prefixes. This progression introduces less complex sound–spelling patterns before advancing to more sophisticated orthographic patterns aligned to the grade 1 TEKS.

For grade 1, instruction begins with short vowels in lessons 8–13 before progressing to closed syllables in lesson 14 and consonant digraphs in lessons 15–19. Students then distinguish and encode short and long vowels in lessons 20–35 before applying those patterns to open syllables in lessons 36–38 and irregular consonants in lessons 39–40. Across the remainder of the grade 1 sequence, students study inflectional endings, trigraphs, r-controlled vowels, contractions, compound words, syllable types, vowel teams, multisyllabic words, and prefixes through lessons 41–82. The Standards Alignment charts sequence these skills from foundational decoding and encoding patterns to increasingly complex spelling patterns and word-analysis skills aligned to the grade 1 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.

Educators introduce each new sound–spelling pattern through direct modeling before guiding students through collaborative practice and independent application. Educator scripts prompt instructors to explain how sounds correspond to letters and spelling patterns while students manipulate Reading Rods, build words, and immediately apply the new learning.

In the “Encode and Decode Long a” lesson, the educator explicitly introduces the long-a spellings by explaining, “Long a is made by the vowel teams of ai/ay or a + silent-e. The team of ai and a + silent-e can be in the middle of a word; ay is at the end.” The educator models building and reading ray, guides students in building rain and rate, and then has students independently build and read pay, pail, and pave. In the “Phonemic Awareness: Encode and Decode Words with or” lesson, the educator explicitly explains the sound–spelling relationship by stating, “When the letter r comes after a vowel, the sound changes. The letters o and r together usually sound just like the word or. The /or/ sound could be at the beginning, middle, or end of a word.” The educator then models segmenting /f-or-k/ by placing colored chips in Elkonin Boxes, guides students in segmenting and blending for and cord, and has students independently segment, blend, and encode words containing the or 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 word-level decoding and encoding to repeated application in connected text while continuing to incorporate previously introduced sound–spelling patterns into later instruction. Educators use Reading Rods, Word Cards, Phoneme Phones, and fluency routines to help students practice newly introduced patterns alongside patterns students have already learned.

For example, in lesson 41, students decode words with the oi spelling pattern by building and reading boil, coin, join, spoil, point, and foil before applying the pattern in connected sentences such as “The boy does not enjoy spoiled soy milk.” Students first read the target words in isolation, then practice the same words fluently within connected text. In lesson 43, students extend that learning by differentiating oi/oy from the newly introduced au/aw spelling patterns. The educator models changing boy to boil and paw to Paul, guides students as they build additional words, and then has students read the sentence, “The boy will draw a cat that digs in the soil with its paw.” The lesson combines previously learned oi/oy patterns with the newly introduced au/aw spellings, providing cumulative decoding and encoding practice in both isolated words and connected text.

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

In the Additional Lessons, lesson 23 (Final ch) includes practice with the words itch, ditch, pitch, etch, and fetch as students read and encode words containing the final ch pattern. Each of these words contains the tch trigraph, yet the scope and sequence introduces tch later in lessons 50–51 (Trigraph tch). Students practice the tch spelling pattern before it is explicitly taught.

Other lessons follow a more appropriate instructional progression. For example, lesson 41, “Decode Words with oi,” introduces the oi spelling pattern before students build, decode, and read boil, coin, join, spoil, point, and foil during guided practice and fluency activities. The sequence is not maintained consistently because students encounter tch words before that spelling pattern is introduced.

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 in alignment with the grade 1 TEKS and the program’s stated purpose. The “Contents” section of the Additional Lessons organizes instruction under the “Syllable Types” heading, progressing from closed syllables to VC-e syllables, open syllables, vowel team syllables, vowel-r syllables, and final stable syllables. This progression moves from simpler to more complex syllable patterns and provides a structured foundation for decoding and encoding increasingly complex words.

The Teacher Guide reinforces this progression through lessons that apply previously taught syllable knowledge to multisyllabic words. For example, lesson 69 reviews closed syllables while students encode multisyllabic words such as upset using syllable segmentation. Lesson 70 extends this learning as students decode multisyllabic closed-syllable words such as recommend. By systematically building from individual syllable types to multisyllabic word reading and spelling, the materials introduce syllable division principles in an organized sequence.

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, You Do” sequence and use Elkonin Boxes, Reading Rods, Word Cards, and Magnetic Wands to make sound–spelling relationships visible as students practice reading and writing words.

Lesson 37 provides explicit decoding instruction with open syllables. The educator models reading the word by, explaining, “When y is at the end of a word, it can make a long e or i sound,” and later asks, “Where is the open syllable? What letters make this syllable?” as students decode words including open, April, being, and silent. Lesson 38 provides explicit encoding instruction. The educator says, “Listen to the word donut. It includes both an open and a closed syllable,” asks, “Which syllable has a long sound?” and guides students to encode multisyllabic words including begin, music, relax, and bacon using Elkonin Boxes and Reading Rods. Students first observe educator modeling, then complete guided practice before independently decoding and encoding additional 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.

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 consistently follow an “I Do, We Do, You Do” structure and revisit previously taught phonics patterns across multiple lessons, allowing students to apply sound–spelling knowledge with increasing independence.

For example, in lesson 23, students practice previously taught long-vowel patterns by encoding words such as five, might, flight, and drive and decoding words including bright, bride, slide, fight, and sight. Students then apply those same patterns while reading connected text, including the sentences “The size of that light will make it bright” and “We can dive in the high tide at five.” Practice continues across subsequent lessons. In lesson 30, students decode words containing previously taught long a, i, o, and u patterns before reading “Mike chose the new game to play.” Lessons 37 and 38 extend practice to multisyllabic words such as happy, puppy, baby, music, and relax, providing repeated opportunities to apply previously learned phonics patterns across isolated word work and connected reading to 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 model each syllable type before students apply the pattern during guided and independent practice. Lessons progress from closed syllables to open syllables, allowing students to build on previously taught concepts rather than practice unfamiliar patterns.

In the “Closed Syllables” lesson, the educator introduces the closed syllable by stating, “When a vowel is surrounded by consonants, it makes a short sound.” The educator models words such as fuss and sad, then guides students to decode and encode rob, lip, clap, gasp, and snap. After students demonstrate proficiency with closed syllables, lesson 37, “Decode Open Syllables,” introduces open syllables. The educator models open, asks, “Where is the open syllable? What vowel do you hear?” and guides students through April before students independently decode being and silent. Students practice only the syllable types that have already been explicitly taught.

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.

===FIELD 165 (continued)===

This sequence builds morphological understanding from simple to more complex concepts. By the end of the sequence, students apply multiple previously taught morphemes while decoding, encoding, and reading connected text.

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 prefixes through direct educator explanation and modeling. In lesson 72, “Decode Prefix un-,” the educator states, “Remember that a prefix comes at the beginning of a word,” while introducing the prefix un- using the word untie. During the phonics lesson, the educator models building the word unpack with Reading Rods and explains, “I built a word with the prefix of un-, which means ‘not.’” Students then decode and build additional words including unsafe, unlock, and untuck through guided practice before working independently.

The materials also provide explicit instruction on inflectional endings. In lesson 75, “Inflectional Endings/Suffixes -s, -ed, -ing,” the educator explicitly explains, “Verb endings tell when something happened,” and models how adding -s, -ed, and -ing changes the meaning of the base word talk. Students then apply the same process with 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 through repeated opportunities to apply previously taught morphemes in isolated words and connected text. Lessons revisit previously taught affixes and require students to apply them with increasing independence to develop automatic word recognition.

Following instruction on inflectional endings and suffixes, lesson 79, “Suffixes/Inflectional Endings,” revisits previously taught morphemes by having students identify and decode words such as climber, sadly, graceful, dancing, and rains before reading the connected sentence, “The careful climber moved slowly as he went higher up the mountain.” These cumulative opportunities require students to apply previously learned morphology across multiple contexts.

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

Student practice includes only morphemes that have been explicitly taught. The materials introduce each target prefix, suffix, and inflectional ending through explicit educator instruction before students practice the skill independently.

Lessons 71–73 explicitly introduce the prefixes re-, un-, and pre-. Lesson 74 then requires students to apply only those previously taught prefixes while decoding and encoding words such as prepay, remind, and uncut. Likewise, lesson 75 explicitly teaches the inflectional endings -s, -ed, and -ing before students practice words such as talks, talked, talking, rained, and holding. Subsequent review lessons revisit only previously taught morphemes rather than introducing new ones during student practice.