Progress Learning 1st Grade Reading (TEKS)

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 Elementary Reading Language Arts (RLA) Implementation Guide provides an explanation of how the guide supplements the school’s current tier-one instructional materials. The guide also explains how the materials support reading comprehension throughout the school year.

The materials include an article titled “What is Progress Learning?” in the How-To Guides. The article states that the program’s intended purpose is to provide a solution for standards-aligned assessments and remediation, designed to drive results. Additionally, a video within the article describes the supplemental program’s purpose.

The Elementary RLA Implementation Guide outlines how the resource provides high-quality lessons and learning tools to help students master reading standards. Specifically, the introductory overview explains that each grade-level set of lesson plans follows an intentional sequence to support reading comprehension development throughout the school year.

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 grade 1 RLA scope and sequence outlines the program’s support for tier-one instruction through the use of targeted question banks that enable educators to focus instruction on specific standards-based learning needs. The document further highlights the flexibility of the resource for implementation within whole-group reteach opportunities as well as independent learning station models.

The Elementary RLA Implementation Guide provides guidance on implementing the lesson plans, which are intentionally sequenced to support reading comprehension throughout the school year and to easily supplement existing tier-one instructional materials. Also included in the implementation guide are sample lesson plans, with guidance on how to use them to support an existing program.

The grade 1 RLA scope and sequence demonstrates the program’s alignment to core literacy instruction by incorporating standards-focused question sets that assist educators in identifying and addressing targeted areas of student need. The structure of the resource supports instructional flexibility across both educator-led intervention settings and student-centered independent practice environments.

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 grade 1 RLA scope and sequence guide, which shows the lesson framework and a clear progression from basic reading skills to simple text analysis. For example, the early reading lesson blocks build foundational reading behaviors such as print awareness and basic word meaning. The sequence moves from these skills into more complex comprehension skills such as analyzing story settings, tracking characters, and identifying story elements.

The grade 1 RLA scope and sequence guide includes student expectations and skills for each lesson. For example, lesson 3 requires students to focus on vocabulary development by using context clues and reference materials. Additionally, the rationale states that students need to develop vocabulary to comprehend more complex texts.

The grade 1 RLA scope and sequence scaffolds student learning from foundational vocabulary skills through the analysis of complex literary and informational text structures. Foundational lessons prioritize active engagement and comprehension-monitoring strategies to support emerging readers, while later instruction introduces more advanced interpretive concepts, including author’s craft and thematic understanding.

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

The supplemental reading program’s grade 1 RLA scope and sequence includes guidance and specific time allotments for each portion of a lesson, using the 5E Instructional Model (Engage, Explore, Explain, Elaborate, and Evaluate).

The materials include guidance for the total time requirements for each lesson and pacing suggestions in the grade 1 RLA scope and sequence. Time allotments show the total number of minutes for each lesson and a breakdown of the time requirements required for effective implementation of each section. Lesson totals range from 105–250 minutes.

The materials include explicit time allocations and teaching instructions for every part of a lesson within the lesson plans. Specifically, the lesson structure breaks learning blocks into a 20-minute introduction, a 50-minute discovery phase, and a 10-minute explanation block. The sequence moves from these tasks into a 25-minute application window and a 20-minute assessment period.

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

The Elementary RLA Implementation Guide provides clear educator supports, including daily lesson objectives, state standards, and vocabulary words. For example, the “Overview” section details the specific classroom materials and group settings required to complete each task. Furthermore, the guide includes step-by-step instructions for using digital slideshows, instructional videos, and student handouts.

The supplemental reading comprehension program provides educators with structured instructional support by integrating the 5E Instructional Model throughout lesson implementation. In addition to outlining the components of the framework, the resource offers a rationale explaining how the model promotes engagement and the development of deeper comprehension.

The “Implementation and Best Practices” section of the How-To Guides has guidance to support educators implementing the materials for students. The section titled “What are the best practices for implementation?” includes a link to the K-12 Full-Year Implementation Guide and links to Quick Start guides.

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 supports for families in both Spanish and English with suggestions on supporting the progress of their student. In the “Family Guide” section, the communication materials provide clear summaries for individual literacy lessons in both English and Spanish. For example, the overview layout connects each classroom skill to a simple home learning advisory block. The guidelines move from classroom topics into active tasks that families can practice during daily routines.

The supplemental program developed to reinforce reading comprehension extends support to families through multiple home-to-school connection resources. The materials include lesson summaries, QR code access to instructional slide presentations, and guided family support prompts designed to encourage literacy engagement at home. The resource further provides bilingual guidance for families to support purposeful reading conversations in both English and Spanish.

In the home technology resources, guidance is provided in both English and Spanish on accessing and navigating the digital learning platform. Specifically, instructions are included for logging into the platform, accessing assignments, viewing instructional videos, and monitoring student progress. The materials provide additional guidance on reviewing standard mastery information, individualized study plans, and explanations for missed practice items.

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).

In the Elementary RLA Implementation Guide, the materials provide multiple assessment types designed to reinforce literacy instruction, monitor mastery of state standards, and support targeted intervention. The materials include formative worksheets, “SuperSheets,” and interactive Study Plans that evaluate skills taught within individual lessons and provide opportunities for additional practice and progress monitoring.

The How-To Guides article “What types of diagnostic tests are available in Progress Learning?” states that the multiple assessment types include formative, summative, diagnostic pretests and posttests, and state practice tests.

The diagnostic pretests and posttests consist of two questions per the TEKS. The materials state, “Administering this test will ensure that teachers will see data for every standard in the Teacher Progress Report.”

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

The Elementary RLA Implementation Guide describes each assessment type and provides guidance for implementation under the heading “Assessment Types and Implementation Guide.” This chart outlines the assessment types included throughout the program, identifies each assessment by name, explains its purpose and description, and provides instructional guidance for educators.

The chart additionally states that “Pre/Post Diagnostic Assessments” serve to generate Focus Areas, which are individualized learning paths based on performance. The purpose of these diagnostic assessments is to determine individual student and class mastery of the TEKS.

The How-To Guides article “What types of diagnostic tests are available in Progress Learning?” also provides the definition and intended purpose of the assessments included in the supplemental program.

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

The Elementary RLA Implementation Guide provides clear administration procedures for each assessment type. For example, formative worksheets include instructions identifying when assessments should be administered during the “Evaluate” phase of a lesson. The program also provides administration guidance for online diagnostic assessments. For example, the guide recommends administering the diagnostics across two class periods.

The materials additionally provide explicit directions in the How-To Guides article “What types of diagnostic tests are available in Progress Learning?” for assigning summative assessments to students through their Student Dashboard.

Furthermore, the “Pre/Post Diagnostic Assessment” table provides guidance on when to administer the assessments during the school year, recommendations for time allotment, and methods for measuring growth between beginning- and end-of-year assessment results.

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

In the grade 1 reading diagnostic pretest, the materials include questions across multiple Depth of Knowledge (DOK) levels. The assessment includes questions from multiple literacy domains, including multiple genres, print awareness, vocabulary, and comprehension skills.

The grade 1 reading diagnostic pretest provides the following example of questions with varying levels of complexity: “What does the picture show?” demonstrates a lower level of cognitive complexity than the question “What is the main idea of the selection?”

Additionally, the “Question Quick Pick” feature described in the assessment builder allows educators to create assessments that vary in length and question types, accommodating varying levels of complexity.

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

The How-To Guides article “How does a teacher view assessment results?” provides guidance for interpreting student results on assessments. For example, the “Result Report Features” section includes directions for the “Assignment Mastery” tab, where educators can review individual student performance on assessments.

In the K–12 Full-Year Implementation Guide, the materials include guidance on using reports such as the Assessment Results Report, Student Report Cards, and the online gradebook to analyze student performance. The materials also provide explicit directions for reviewing overall scores, monitoring standards mastery, and tracking individual student performance across assignments and assessments.

The materials provide explicit directions for educators to view assessment results within the “Progress Monitoring and Reporting” section of the How-To Guides, specifically under the “How does a teacher view assessment results?” menu tab. This section provides scoring information to help educators better understand student results.

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

The How-To Guides article “How do I assign Quick-Click Remediation?” provides video directions and screenshots with guidance for assigning targeted remediation to students based on assessment results below 80% for a tested standard. Additionally, educators can assign Quick-Click Remediation through the Progress Report, which allows for “a more global view of progress over time, rather than viewing progress for a single assignment.”

In the How-To Guides, the materials include specific guidance for assigning targeted remediation activities based on assessment results and standards mastery data. The materials also explain how educators can use the Results Report and Progress Report to identify areas of weakness and assign remediation activities directly from student performance dashboards.

The How-To Guides article titled “What are Focus Areas?” explains how these individualized learning plans identify standards where a student needs further practice. The resources identify Focus Areas once a student has responded to two items at less than 80% accuracy.

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 K–12 Full-Year Implementation Guide includes a section titled “Track Progress with Reports,” which describes two different types of reports educators can use to monitor student progress. The Session Activity Report tracks overall and per-standard session activity and scores per student, while the Galaxy Star Report tracks the number of “Galaxy Stars earned out of the potential.”

In the K–12 Full-Year Implementation Guide, the materials explain how Focus Areas are individualized learning plans based on student performance data and standards mastery. The materials also include student goal-setting templates and Study Plan tools that allow students to monitor their own progress and set individualized learning goals.

The materials provide the How-To Guides article “What are Focus Areas?” It includes a section titled “How do students pull their Progress Report?” The article states that educators should encourage students to access their own Progress Report so they can monitor their overall performance on each standard. It also explains that families can use this report to view their child’s overall performance on standards.

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.

Materials include educator guidance for assigning targeted intervention based on student performance. The How-To Guides article “How do I assign ‘Quick-Click Remediation’?” directs educators to identify students who need remediation through the Results Report or Progress Report; select one, two, or three weak standards; choose the students who need additional support; and assign targeted practice based on identified areas of need.

The “Additional Activities for Intervention and Enrichment” section for Lesson 4, “Text and Graphic Features” provides clear educator guidance for differentiated activities designed for students who have not yet reached proficiency in grade‑level skills. The course refers to these students as “struggling learners” and provides additional extension activities to assist with differentiation.



The materials also provide Focus Areas, which automatically generate targeted practice for students who are below proficiency based on their performance data. Additionally, educators can differentiate instruction by creating customized Study Plans for an entire class or selected small groups and assigning above- or below-grade-level standards to address students’ instructional needs.

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 materials include guidance for extending learning as evidenced by the How-To Guides article “What is the Study Plan and how do students get started?” The article states that students complete standards-aligned videos and practice questions, earn mastery for each standard, and “move on to learn something new” after demonstrating mastery. The Study Plan also tracks mastery by standard, helping educators identify students who are ready for additional learning opportunities.

The “Additional Activities for Intervention and Enrichment” section in Lesson 4, “Text and Graphic Features” provides clear educator guidance for differentiated activities designed for students who have already demonstrated proficiency in grade‑level skills. The course refers to these students as “advanced learners” and provides additional extension activities to assist with differentiation.

Additionally, the implementation guide provides educator guidance for additional enrichment activities. This section provides suggested activities, guidance for student grouping, and guidance for appropriate timing of assignments.

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

While the How-To Guides article “What accommodations are available in Progress Learning?” identifies general accommodation tools available, the materials do not provide specific instructional guidance for adapting content, instructional methods, or instructional delivery to meet the unique needs of students receiving special education services.

While the materials provide accommodation supports such as text-to-speech tools and other general accommodations, the materials do not include explicit guidance for educators on how to select, implement, or monitor specially designed instruction aligned to individual student needs or Individualized Education Program (IEP) requirements as stated in the indicator guidance statement.

The program does include tools that allow educators to create customized assessments with accommodations. However, the materials do not provide specific instructional guidance for adapting content, methodology, or instructional delivery to support students receiving special education services.

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 direct prompts and support for educators within each lesson plan. For example, the “Explore” section provides a script for using the Teacher Slideshow. The script includes step-by-step directions with each corresponding slide number.

The “Guided Practice” section of Lesson 4, “Text and Graphic Features” provides educators with scripted questions to facilitate instruction and guide students in identifying and understanding text and graphic features through both literal and inferential questioning. This support helps educators effectively model the skill and assess student understanding during the lesson.

The “Background Knowledge” section provides another example of these supports. This section instructs the educator to model choosing a book by picking up three books and looking at each book. Then the educator says, “I am choosing this book because the pictures help me, and the words look familiar.”

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

Lesson plans include a “Grouping” section that suggests the most effective delivery for each component of the lesson. Lessons also include a variety of instructional approaches, including whole group discussions and opportunities for student discourse with turn and talk.

The Elementary RLA Implementation Guide provides structured partner discussion routines designed to support lesson delivery and student engagement. The guide outlines multiple instructional approaches, such as turn and talk, Partner A/B roles, and Think-Pair-Retell. Each routine includes implementation guidance, prompts, and sentence stems that support educators in facilitating academic discussions and collaborative learning opportunities.

Lessons include a “Background Knowledge” section that instructs educators to provide visual resources or examples, offer opportunities for turn and talks, answer guided questions, or elicit choral responses.

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

The Elementary RLA Implementation Guide outlines recommended groupings and formats for each phase of the 5E Instructional Model. The guide explains how to use whole-group, partner, independent, and combined structures in the “Engage,” “Explore,” “Explain,” “Elaborate,” and “Evaluate” phases. It also presents options for whole-class, partner, and independent instruction.

Additionally, the materials provide structured opportunities for partner, whole-group, and individual learning throughout each lesson. For example, lesson plans guide educators to assign Partner A/B roles, engage students in collaborative discussions, and facilitate whole-class conversations to support student learning.

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 sidebars of lesson plans provide instructional and implementation guidance for different levels of language proficiency. For example, lesson 7 includes directions for adding picture cues, providing gestures for students in the pre-production stage of language acquisition, and restating questions in simplified form for beginning levels.

Additionally, the sidebars break down instructional and implementation guidance by language proficiency level. This guidance includes what educators can expect from students at various levels, resource suggestions, sentence stems, and possible student groupings to support academic language use.

The “ELPS Implementation” section of the implementation guide explains that each lesson plan includes an emergent bilingual (EB) student support section organized by proficiency levels. These levels support student language development across listening, speaking, reading, and writing domains.

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 program provides support for translation to Spanish, but it does not include instructional recommendations, implementation strategies, or program-specific guidance to support educators in using the resources within bilingual or ESL instructional models.

In the How-To Guides, the materials describe a translation feature that allows students to access assignments and activities. However, the article focuses on the technical use of the feature and does not include instructional recommendations or program specific implementation supports.

The How-To Guides article “What Spanish language accommodations are available in Progress Learning?” explains how to set individual students’ dashboard interfaces to Spanish and how to override global language settings. However, the guidance is limited to platform configuration. The materials do not provide instructional strategies, recommendations, or examples to help educators integrate these features into bilingual or ESL instruction to support language development and academic success.

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 8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).

The materials include opportunities for students in every lesson. For example, in lesson 5, “Details and Inferences,” students read a text titled “Sea Turtles on the Beach.” The text is a descriptive biological narrative that follows a linear chronological structure, transitioning from maternal nesting to the emergence and migration of offspring. The text employs high-frequency academic vocabulary to explain environmental protection and instinctual animal behaviors.

The grade 1 “Instructional Resources” section includes class activities featuring comprehension skills practice through short passages and accompanying questions. The procedural text, “Steps in a Peanut Butter Ball Recipe,” incorporates grade-level reading skills, including commas in a series, prepositional phrases, varied sentence structures, and vocabulary words such as mixture and chill. The nonfiction passage “Animals in Winter” includes descriptive language and vocabulary words such as hibernate, energy, and survive. A combination of simple and more complex sentence structures is present, along with text features such as bolded words and labels.

Additional reading passages are available through the assessment builder within the Assessment/Assignment Center. This tool provides access to texts across multiple genres and levels of complexity that can be aligned to specific comprehension standards. Available selections include narrative texts featuring vocabulary words such as escape and trail and incorporating varied sentence structures, including dialogue, multiple predicates, and prepositional phrases. Informational texts include content-specific vocabulary words such as settler, crops, and stream and feature a combination of simple and compound sentence structures. Additional informational passages incorporate descriptive vocabulary words such as slimy, vine, and soil along with diverse sentence constructions.

Evaluation for 8.1b
Materials include a variety of high-quality texts at different levels of complexity.

The materials include the grade 1 RLA Measures of Text Complexity document, which describes a collection of literary and informational texts including genre, word count, and descriptions of text characteristics. In addition, vocabulary expectations and sentence complexity features are identified, supporting educators in understanding the linguistic and structural demands of the texts used throughout the curriculum.

In lesson 4, “Text and Graphic Features,” students read an informational text titled “Beautiful Butterflies,” which is an introductory informational text defining butterflies and their lifecycle. The text uses a categorical organizational structure divided into three distinct sections for clarity and includes foundational biological vocabulary words such as chrysalis, nectar, and transforms within a simplified context.

The materials include the How-To Guides article and video “How do I build a passage-based test for ELA (English Language Arts)?” in which educators create passage-based assessments using a bank of reading passages available within the platform. The platform searches, filters, and selects passages when building assessments, indicating that multiple reading selections are available for instructional and assessment purposes.

Evaluation for 8.1c
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.

The materials include a variety of self-selected topics within the online Study Plan for grade 1 students, including a “Self-Select and Establish a Purpose” portion. Students get to select what they would like to engage with and read about, including a passage “Comparing Moths and Butterflies,” which provides cross-curriculum connections to science content.

Lesson 14, “Characters in a Story” contains a text titled “Ben Helps Out,” which is a social-emotional narrative designed to model self-discipline and civic duty within a school environment. This text addresses the real-world application of identifying a necessary task and prioritizing community needs over immediate personal gratification.

The assessment builder within the Assessment/Assignment Center provides access to a variety of engaging texts representing multiple genres and topics. When the educator selects grade 1 comprehension standards related to predictions and mental imagery, a collection of high-interest passages becomes available. These selections include informational texts featuring unique animals and scientific concepts, procedural texts that explain step-by-step processes, and narrative texts centered on relatable experiences.

Evaluation for 8.2a
Materials activate or supply background knowledge.

The Elementary RLA Implementation Guide provides educator guidance for building background knowledge prior to instruction. The guide identifies the “Engage” component of each lesson as an opportunity to activate and assess students’ prior knowledge related to the focus skill.

The “Engage” component of each lesson includes slides and educator prompts for activating background knowledge, including opportunities for student discussion. For example, in lesson 8, “Central Idea,” the educator says, “Why do you think details are important in nonfiction?” Students then are asked to take part in turn and talk to answer the question.

In lesson 11, “Persuasive Texts,” the educator displays a visual model and asks, “Have you ever tried to convince someone to do something?” The educator then asks, “How did you do it?”

Evaluation for 8.2b
Materials include pre-teaching of unfamiliar vocabulary in texts.

The grade 1 lesson plans include a “Vocabulary” section in the Teacher Guide that provides explicit instruction for introducing and reinforcing academic language. The course supports vocabulary instruction by educator-defined definitions, visual supports, discussion prompts, and opportunities for student interaction. Students make personal connections to new words through partner discussions and guided conversations, promoting vocabulary development and meaningful language use within the lesson context.

The “Explore” section of the Teacher Guide includes directions on how to introduce and discuss key vocabulary before reading occurs. The guide provides support for vocabulary instruction through educator guidance, student-friendly definitions, visual supports, and discussion prompts, promoting students’ understanding of unfamiliar words and preparing them for successful comprehension of the text.

In lesson 5, “Details and Inferences,” the educator introduces each vocabulary word by displaying a slide for the word, reading the definition, talking about the picture, and discussing the sentence that goes with the image. Students are then directed to discuss with a partner. For example the word protect, Partner A will say how turtles protect their eggs, and Partner B will tell how people protect their pets.

Evaluation for 8.2c
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

Grade 1, lesson 3, “Word Meanings,” provides educator-guided instruction, modeling, and questioning that supports the use of illustrations and text clues to clarify unfamiliar vocabulary. The accompanying presentation materials provide additional support that reinforce these strategies. Students use visual and textual information to determine word meanings, aligning with the TEKS 1.3B, which focuses on using illustrations and texts that students can read or hear to learn and clarify vocabulary.

The “Explain” section of lesson 3, “Word Meanings,” includes direct instruction in the use of context clues to determine the meanings of unfamiliar words. Instructional videos model how students can use surrounding words, phrases, and visual information to infer meaning within a sentence. Guided examples demonstrate the process of identifying context clues and applying them to determine word meanings. Opportunities for student practice are also provided.

The materials also include explicit instruction during vocabulary support for EB students. Students “highlight the ‘clue words’ around it in green to show they understand the definition through context.” During comprehension instruction, the educator explains that when understanding breaks down, readers can “look for clues nearby.”

Evaluation for 8.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 1 reading Study Plan activities allow students to independently apply contextual analysis strategies across multiple response formats, including multiple-choice questions, multiple-response items, drag-and-drop activities, and other technology-enhanced tasks. If a student selects an incorrect answer, a pop-up tutorial provides immediate corrective feedback and instruction, giving additional opportunities to apply the skills before proceeding. Upon completion, students receive a score and may review questions, answer choices, and responses to support reflection and continued learning.


The materials include lesson 3, “Word Meanings,” which provides students opportunities to use pictures, books, digital tools, and illustrations to learn the meaning of unknown and unfamiliar words. The lesson provides direct instruction, educator modeling, guided practice, and independent practice using context clues to determine the meaning of a word.

Additionally, reading passages that contain unfamiliar and content-specific vocabulary requires students to use surrounding text as evidence to infer meaning. Questions prompt students to identify context clues within sentences and paragraphs, explain how those clues support understanding, and apply context-based strategies to determine the meanings of unfamiliar words.

Evaluation for 8.3a
Materials include systematic and explicit (direct) instruction on reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

Each lesson’s Teacher Guide includes a question reference sheet in which comprehension questions are categorized as literal, inferential, and evaluative. This structure supports a progression from foundational comprehension to higher-order thinking by engaging students in tasks that require recall of information, interpretation of meaning, and evaluation of text-based ideas.

Within each grade 1 lesson plan, the “Elaborate” component provides explicit and targeted instruction in reading comprehension skills through educator-guided instruction and student practice opportunities. Comprehension strategies such as visualizing, making connections, synthesizing information, and monitoring comprehension are systematically introduced and reinforced. Structured activities and educator support are included to promote the development and application of these comprehension skills during reading.

The Elementary RLA Implementation Guide explains that the course intentionally sequences lesson plans to support the systematic development of reading comprehension skills throughout the school year. Guidance is provided regarding the progression of instruction, ensuring that comprehension concepts are introduced and reinforced in a logical order that builds students’ understanding and supports continued growth in reading proficiency.

Evaluation for 8.3b
Materials include opportunities for students to practice reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) with a variety of grade-level texts in alignment with the grade-level TEKS as appropriate for the program's stated purpose.

The grade 1 materials provide instructional activities that require the use of both written text and visual elements to gather information and support comprehension. Questions prompt students to identify explicitly stated information, interpret details presented through graphic features, and explain the purpose of visual elements. The course embeds educator supports throughout the lesson to facilitate discussion and collaborative conversations, encouraging the use of evidence from both text and graphics to support responses.

The materials include opportunities for students to practice and apply reading comprehension skills at multiple levels through the Study Plan feature. Independent learning activities include instructional videos, practice questions, assignments, and targeted focus-area activities aligned to specific standards. The course provides multiple opportunities for skill application and reinforcement, allowing students to engage with comprehension concepts, receive feedback, address misconceptions, and continue practicing toward mastery.

The “Explain” phase of each lesson uses instructional videos to introduce and reinforce key comprehension concepts and strategies. Accompanying comprehension questions have varying levels of complexity, providing opportunities for students to demonstrate understanding, practice targeted skills, and engage with content across multiple levels of cognitive demand.