Progress Learning 3rd 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 explains how the resources supplement the school’s current tier-one instructional materials. The guide also states that 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 materials provide 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 3 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 guides educators on how to implement the lesson plans, which are intentionally sequenced to support reading comprehension throughout the school year. The guide also describes how to easily supplement existing tier-one instructional materials. Sample lesson plans included in the guide provide guidance on how to use these plans to support an existing program.

The grade 3 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 resource’s structure 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 grade 3 scope and sequence outlines student expectations through sequenced lessons organized by literacy focus. The sequence progresses from foundational skills such as “Context Clues” to literary analysis lessons including “Characters” and “Plot Development,” before advancing to informational text skills such as “Paraphrase and Central Idea” and “Argumentative Text.”

The grade 3 RLA scope and sequence provides student expectations and literacy skills addressed throughout the curriculum. The materials provide a detailed matrix that aligns state standards with specific lessons. Specifically, the organization of the instruction supports the development of foundational comprehension, literary elements, and vocabulary skills before progressing to more complex skills such as text features and informational text comprehension and evaluating argumentative texts.

The grade 3 scope and sequence includes “Rationale and Scaffolding” for each lesson that clearly outlines the student expectations and skills taught.

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

The supplemental program’s grade 3 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 grade 3 RLA scope and sequence shows the time requirements for each lesson. Time allotments show the total number of minutes for each lesson, including a breakdown for how long each section requires for effective implementation. 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. After the completion of this sequence of tasks, students progress 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 explains 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. 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.

The home technology resources provide guidance in both English and Spanish on accessing and navigating the digital learning platform. Specifically, the resources include instructions for logging into the platform, accessing assignments, viewing instructional videos, and monitoring student progress. The resources 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).

The Elementary RLA Implementation Guide provides 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 supplemental reading comprehension program provides formative, summative, diagnostic pretests and posttests and state practice tests as stated in the How-To Guides article “What types of diagnostic tests are available in Progress Learning?”

The materials include diagnostic pretests and posttests that 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.

In the Elementary RLA Implementation Guide, the program provides clear administration procedures for each assessment type. For example, formative worksheets include instructions identifying when educators should administer assessments during the “Evaluate” phase of a lesson. The program also provides administration guidance for online diagnostic assessments. For example, the materials recommend 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.

The materials include the “Grade 3 RLA STAAR Practice Assessment: Version 3,” which contains questions with varying levels of complexity labeled as Level 1 (Recall), Level 2 (Skill/Concept), and Level 3 (Strategic Thinking). Students answer the questions using multiple modalities such as multiple-choice, drop-down menus, click-on sentences within the text, and multiple checkboxes.

The grade 3 assessment examples show progression from foundational recall to more rigorous comprehension and analysis. For example, one question asks students to determine the meaning of the word matte using context clues. Another asks them to select two sentences to include in a summary of the passage. The assessments also include inferential and evaluative tasks, such as identifying the author’s organizational structure and determining the author’s likely viewpoint.

Additionally, the guide for the assessment builder shows how the “Question Quick Pick” feature 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 materials include the “Progress Monitoring” How-To Guides article, which explains how educators can view and analyze student assessment data at the individual, class, and standards levels. Additionally, the article outlines reporting tools that identify mastery, performance trends, and standards requiring intervention, and it guides the use of these reports to support instructional decisions and monitor progress.

The “Assessment Types and Implementation Guidance” section of the Elementary RLA Implementation Guide explains how assessment results determine student mastery, reteach needs, and monitor progress. The guide states that formative “SuperSheets” provide item rationales to inform reteach opportunities or the need for small-group instruction, directing educators to use these rationales to plan small- or whole-group reteach.

The materials include an Assessment Comparison Report to measure student growth between assessments. The state practice assessment guidance also directs educators to analyze standards identified as “Approaching Mastery” or “Critical Need for Study” within Focus Areas. These supports provide educators with explicit direction for interpreting assessment performance data and using results to guide instructional decisions.

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

The materials include the How-To Guides article “How do I assign remediation or suggested practice after an assessment is completed?” This article explains how educators can assign targeted remediation and practice activities based on student assessment results. Educators use assessment performance data to identify standards requiring additional support and assign remediation through the platform’s instructional tools.


The program includes Focus Areas, which are individualized learning plans that identify standards where students need additional support based on cumulative assessments and activity data. The materials explain that the course identifies standards as either “Critical Need of Study” or “Approaching Mastery,” allowing educators and students to focus instruction on specific performance gaps.

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 2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.

In the K–12 Full-Year Implementation Guide, the materials explain how Focus Areas create 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 K–12 Full-Year Implementation Guide provides educators with guidance for monitoring student achievement through the section titled “Track Progress and Growth Using Reports.” The materials include reporting tools such as Item Analysis Reports, Progress-Monitoring Reports, and Diagnostic Reports to support educators in analyzing student performance and academic growth over time.

The How-To Guides article “How do I see and use the Assessment Comparison Report?” offers guidance for measuring student growth within a single instructional unit or grading period. The article explains that educators can use the assessment builder to create and assign a unit pre-assessment, a mid-unit assessment, and a final unit assessment in order to track and monitor student progress throughout the instructional cycle.

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 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 of Lesson 5, “Author’s Purpose” 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 there are additional extension activities provided to assist with differentiation.

The materials also provide Focus Areas, which automatically generate targeted practice for students performing 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.

Lesson 5, “Author’s Purpose,” in the “Additional Activities for Intervention and Enrichment” section 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 additional extension activities are provided to assist with differentiation.

The material’s implementation guide also includes educator guidance for additional enrichment activities. The 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 materials provide accommodation supports such as text-to-speech tools and other general accommodations, they 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 grade 3 RLA scope and sequence includes a page titled “Educator Guidance for Specially Designed Instruction.” However, this page only provides general accommodations to support students with diverse learning needs and does not include guidance for providing specially designed instruction to meet the needs of students in special education.

The materials identify accommodations available within the platform for students receiving special education services. However, the materials do not include explicit educator guidance for selecting, implementing, or monitoring specially designed instruction based on individual student needs, IEP goals, accommodations, or service requirements.

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.

In lesson 12, “Paraphrase and Central Idea,” the materials prompt the educator to state that all informational texts have a central idea—the main message readers should understand. The lesson then instructs the educator to tell students that key ideas help readers determine the central idea and to point out that details on the graphic organizer support it.

Lesson 12 provides another example in the “Vocabulary” section. The materials prompt the educator to say, “Let’s learn some words that we will see in our reading passage.” The lesson continues to provide direct prompts for the educator to introduce new vocabulary.

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 materials include a “Partner Talk Routines” section, which provides explicit procedures for implementing structured collaborative discussions during instruction. The document 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.

The “Background Knowledge” section within each lesson includes guidance for 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.

In the Explore Teacher Guide, the “Emergent Bilingual Students” section provides educator guidance on differentiating linguistic accommodations based on student language proficiency level. Guidance includes supports such as visuals and gestures (pre-production); sentence frames (beginning); sentence stems and partner discussions (intermediate); use of academic language in full responses (high intermediate); and independent, elaborated analysis (advanced).

Additionally, the slideshow instructions in the Explore Teacher Guide shows how students can use gestures, context clues, academic vocabulary, and language registers to understand content and communicate during lessons. The guide also specifies that educators receive prompts, guiding questions, cooperative learning tools, and instructional strategies aligned with lesson activities.

For example, in lesson 4, “Plot Development,” the Teacher Guide sidebar offers guidance on providing linguistic accommodations at various levels. For vocabulary, students at the pre-production level use picture cards, realia, and yes/no questions, and they can draw or circle pictures that match the words, while advanced students are challenged to generate original scenarios using the vocabulary words.

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 How-To Guides articles provide information about Spanish-language resources and accommodations available within the platform, including translated content and accessibility features for students. For example, the “Accommodations and Accessibility” section of the program’s digital How-To Guides states that the program provides educational tools for emergent bilingual (EB) students in the form of Spanish translation features. However, the materials do not provide educator guidance for implementing the supplemental program within a state-approved bilingual education or ESL program.

The “ELPS Implementation” section describes language objectives for each lesson and highlights the support offered to EB students through interactive, cooperative learning focused on general and academic language practice and second-language acquisition. However, it does not include guidance for educators on using materials within a state-approved bilingual education or ESL program.

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 1, “Context Clues,” students read a text titled “The Mystery of the Empty Birdhouse.” The text consists of three paragraphs and includes a mix of simple, compound, and complex sentences, chronological text structure, and opportunities for students to use context clues to determine the meaning of unfamiliar words.

The materials also include the literary passage “A Day That Changed.” The passage contains a clear narrative structure with developed characters, a realistic setting, a central problem, and a resolution. Students read the text and analyze how changes in weather and location affect character actions and story events. Throughout the lesson, students engage with the text through discussion, questioning, and written responses that support comprehension and analysis of literary elements. Students also explain the influence of setting on plot. After reading, students respond to literal, inferential, and evaluative questions about how the shift from an outdoor field day setting to an indoor gymnasium changes events and influences the story’s outcome. They apply grade-level reading and comprehension skills as they analyze relationships among story elements.

In addition, the materials include a variety of texts in the “SuperSheets” provided as formative assessments for the lessons. Students read a variety of complex texts, including drama, argumentative texts, poetry, and informational and literary texts. For example, in the “SuperSheet” titled “A New Kid in Town,” students read a literary passage with unfamiliar vocabulary and comprehension questions.

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

The materials include the grade 3 RLA Measures of Text Complexity document, which describes a collection of literary and informational texts that vary in genre, structure, vocabulary demands, sentence complexity, and length. For example, the materials include short poems such as “Raindrop Song” and “The Wind’s Secret,” literary texts such as “The Day that Changed” and “A Journey Through the Forest,” drama selections such as “The Missing Prop Basket,” and informational texts including “Life in the Rainforest,” “How Animals Survive in Their Habitats,” and “Supply and Demand.” The document further identifies varying text structures, including narrative, argumentative, descriptive, cause-and-effect, problem-solution, drama, poetry, and informational formats, demonstrating a range of complexity levels and text types appropriate for grade 3 students.

lesson 4, “Plot Development,” includes a text titled “A Journey Through the Forest,” which has a narrative text structure, character vs. nature conflict, with descriptive sensory details. Lesson 7, “Poetry Elements,” includes the poem “The Wind’s Secret,” which has two stanzas of four lines each; an ABCB rhyme scheme; simple, descriptive sentences; personification; and imagery.

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 “SuperSheet” titled “A New Kid in Town” connects to students’ interest and reflects their diverse backgrounds as it describes a boy from Nigeria who is starting a new school in America, and a classmate helps him settle in and feel more comfortable. Another “SuperSheet” titled “The Veterinarian Remembers His Childhood” connects to students’ interest and reflects their diverse background by describing the relationship between a child and their mother and how they cared for animals.

Lesson 3, “Setting” includes a text titled “The Day That Changed,” which describes a cheerful school Field Day that is interrupted by a sudden change in the weather. The text demonstrates a cause-and-effect and problem-solution text structure and reinforces social and emotional learning themes such as adaptability, teamwork, and positive attitude when plans change.

In the “Class Activities” section of the grade 3 “Instructional Resources” page, students read argumentative texts that are relevant and engaging. For instance, one argumentative text is about the importance of students eating breakfast, and an additional argumentative text focuses on why students should have a longer recess.

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 4, “Plot Development,” the educator says, “Today’s story takes place in a large forest filled with trails, tall trees, and animals. Forest trails can twist and turn, and hikers must pay attention to signs so they don’t get lost.” The educator then asks “What obstacles could someone face while walking on a forest trail?”

Another example is provided in lesson 6, “Sensory Language” in the “Background Knowledge” section. The educator is instructed to tell students that the story takes place in a magical forest, and it is a fairy tale. The educator is prompted to ask, “What lessons do characters usually learn in fairy tales?”

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

The grade 3 lesson plans include a “Vocabulary” section in the Teacher Guide that provides explicit instruction for introducing and reinforcing academic language. Vocabulary instruction is supported 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.

In the “Explore” section of the Teacher Guide, the educator introduces unfamiliar vocabulary before students engage with the reading passage. Specifically, the educator states, “Before we read, let’s learn some words from our story, which takes place long ago. The first word is tallow.” The accompanying vocabulary slide provides a student-friendly definition, along with contextual information explaining that families used tallow candles before electricity. Educators explain an unfamiliar term from the text before reading begins, supporting students’ understanding of vocabulary that may otherwise impede comprehension of the passage.

In lesson 5, “Author’s Purpose,” the educator pre-teaches vocabulary words that will be read in the lesson’s fable. The educator reads the word boast aloud and guides students to read the definition and sentence example from the slide. Afterwards, to check for understanding, the educator asks students to write regarding a time when they felt proud and wanted to boast to others.

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.

In lesson 1, “Context Clues,” the materials include a Teacher Slideshow, direct instruction, and prompts for the educator to explain that students can use context clues to find the meaning of unfamiliar words. The educator explains that context clues are the words and sentences around an unfamiliar word that help students determine its meaning. A sentence on the slide contains the word canopy. Students find words in the sentence that help them understand the meaning of the word. Students identify the clue, “covering the forest floor,” then discuss what the word could mean using this clue. Later in the slideshow, students learn that there are different types of context clues to look for when determining the meaning of unfamiliar words: definition clues, synonym clues, antonym clues, and example clues. Each clue has a description and example on a slide, along with opportunities for students to discuss and practice finding the clue.

Within the lessons, the materials include direct instruction and examples for identifying and applying definition clues, synonym clues, antonym clues, and example clues to determine word meaning. The materials also include the explanation that writers “sometimes explain what a word means right in the sentence. These are called definition clues.” Guided analysis of the word entomologist uses the phrase “or a scientist who studies insects.” Students engage in structured practice identifying context clue types and using those clues to determine word meanings in literary and informational text examples.

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 materials include the grade 3 reading Study Plan activities, in which students 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 guided practice includes activities for students to analyze a sentence, identify the contextual information that supports meaning, and discuss with a partner how the clue helps determine the meaning of an unfamiliar word. Students continue practicing contextual analysis by identifying definition, synonym, antonym, and example clues in multiple sentences and determining word meanings from those clues.

Additionally, lessons provide opportunities for collaborative and independent application through Think-Pair-Share discussions, a Study Plan, independent worksheets, and a “SuperSheet” assessment requiring students to apply contextual analysis strategies independently.

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.

The materials include lessons that follow a structured progression of comprehension questions that intentionally develop students’ understanding of plot elements through multiple levels of thinking. The Question Reference Sheet identifies a sequence of literal, inferential, and evaluative questions embedded throughout guided practice, vocabulary development, background knowledge activities, reading passage instruction, and a “Check for Understanding” activity. For example, students respond to literal questions such as “What is the conflict in this story?” as well as inferential questions such as “What types of conflicts do characters face?” They also respond to evaluative questions such as “Can someone give an example of a sequence of events from a movie you know?” This progression provides a coherent instructional pathway that moves students from identifying plot elements to interpreting and applying understanding of sequence, conflict, and resolution in alignment. The Question Reference Sheet further categorizes each question by type (literal, inferential, or evaluative), demonstrating deliberate and explicit instruction of multiple comprehension levels while analyzing sequence of events, conflict, and resolution.



Specifically, in lesson 4, “Plot Development,” educators instruct students by explaining a sequence of events and asking students an evaluative question, “Can someone give an example of a sequence of events from a movie you know?” In the same lesson, the educator explains that the conflict is the big problem that a character faces and then asks a literal question, “What is the conflict in this story?”

The program follows the 5E Instructional Model, and the “Engage,” “Explore,” “Explain,” “Elaborate,” and “Evaluate” components connect students to the TEKS-aligned comprehension activities within the digital platform. This structure indicates that students have recurring opportunities to practice comprehension skills within a research-based instructional model.

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 materials include the “Check for Understanding” activities embedded throughout the lessons. During these activities, students respond to educator-directed questions, participate in Think-Pair-Share discussions, and record written responses that require them to explain word meanings, identify context clues, and justify their thinking. Students answer literal questions by identifying information stated in the text, inferential questions requiring students to use surrounding clues to determine word meaning, and evaluative questions that ask students to explain why context clues support comprehension. Students discuss responses with partners and the whole group before reviewing answers, providing structured practice with multiple levels of comprehension while applying grade-level context analysis skills. Students also analyze context clues within multiple text examples, as well as apply comprehension skills while examining sentences drawn from literary and informational contexts and identify definition, synonym, antonym, and example clues to determine word meaning. Students discuss their reasoning with partners, identify evidence within sentences, and explain how context supports comprehension. Students engage with different text structures and purposes while applying the grade-level expectation of using context within and beyond a sentence to determine word meaning.

In lesson 4, “Plot Development,” students practice reading comprehension skills in the “Student Handout” portion of the lesson. Students read a fictional passage, broken into paragraphs, and answer literal, inferential, and evaluative questions like, “What is the main conflict in this part of the story?” and “How did Sophie feel at the end of the journey?” Additionally, in lesson 5, “Author’s Purpose,” students read a fable, broken into paragraphs, and answer questions at multiple skill levels like, “How do you know this is a fable?” and “What theme is developing in this part of the story?”

In the “Teacher Guide” section of the context clues lesson, educators use both informational and literary texts while students apply context clues and comprehension strategies. Students practice literal comprehension when answering questions such as, “Where can we look to find the meaning of words?” and identifying context clues that help determine the meaning of the word canopy. Additional opportunities are provided through grade-level informational texts such as “Outdoor Adventures” and “A Longer Recess,” where students identify an author’s main claim; distinguish facts from opinions; determine the intended audience; interpret information from diagrams, captions, and photographs; and use text evidence to answer comprehension questions.