Progress Learning Kindergarten 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 guide supplements the school’s current tier-one instructional materials. The guide also states that educators can use the materials to 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 course 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 K 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. The course intentionally sequences the lesson plans to support reading comprehension throughout the school year and easily supplement existing tier-one instructional materials. The implementation guide provides guidance on how to use the sample lesson plans to support an existing program.

The grade K RLA scope and sequence demonstrates the program’s alignment to core literacy instruction. It incorporates standards-focused question sets that assist educators in identifying and addressing targeted areas of student need. The course intentionally structures this resource to support 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 K RLA scope and sequence that provides the lesson framework showing 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 supplemental reading program’s grade K RLA scope and sequence includes an explanation of each lesson and topic/focus. It also explains how this resource can be used either full or supplemental, which supports the rationale for the scope and sequence organization.

The grade K RLA scope and sequence organizes literacy instruction through a developmentally appropriate continuum of increasingly sophisticated reading skills. Foundational lessons prioritize active engagement and comprehension monitoring strategies to support emerging readers. Later instruction introduces more advanced interpretive concepts, including author’s craft and thematic understanding that require students to integrate and synthesize ideas from the text.

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 K 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 K RLA scope and sequence provides guidance on time requirements for each lesson. Time allotments show the total number of minutes for each lesson, including the time 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. Upon completion of these sections, the sequence moves to 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.

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 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).

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 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 educators should administer assessments during the “Evaluate” phase of a lesson. The program also provides administration guidance for online diagnostic assessments. For example, the Implementation 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.

The materials provide multiple-choice assessment items at varying levels of complexity. Each question lists the topic, the TEKS addressed, and the Depth of Knowledge (DOK) level. The grade K questions are listed as either DOK 1 (Recall) or DOK 2 (Skill/Concept). The texts students read, or listen to, vary in rigor throughout the assessment. The sentence length, vocabulary, and sentence structure of the passages used in the assessment also vary.

The “Kindergarten Grade Reading Diagnostic Pre-Test” includes the following example of questions with varying levels of complexity: “What does Peter like to do?” shows less cognitive complexity than “The author uses bold print to --”.

Additionally, in the guide for the assessment builder, 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 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 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.”

The How-To Guides 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 and progress reports to identify areas of weakness and assign remediation activities directly from student performance dashboards.

The materials include a How-To Guides article, “What are Focus Areas?” that provides understanding around Focus Areas, which are individualized learning plans that 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.

In the 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 Progress Learning K–12 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” for Lesson 3 (Word Meanings) 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 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.

The “Additional Activities for Intervention and Enrichment” for Lesson 3, “Word Meanings” 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.

The material’s implementation guide 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 Help 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 materials include a “Guided Practice” section within each lesson that also provides a script for educators to facilitate instruction, effectively model the skill, and assess student understanding during the lesson.

The “Background Knowledge” section in lesson 3 provides an example of direct educator prompts. The section prompts the educator to say, “Let’s use our background knowledge to figure out how to understand new words,” as they model the process.

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 lesson plans include a “Grouping” section that provides recommendations for the most effective delivery for each component of the lesson. Additionally, the lessons 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.

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.

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

Additionally, the sidebars provide instructional and implementation guidance that are broken down 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 Elementary RLA Implementation Guide explains that each lesson plan includes an emergent bilingual (EB) student support section organized by proficiency levels, This section supports 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, a translation feature is described that allows students to access assignments and activities in either language. 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 19, “Central Idea,” students read a text titled “All About Elephants.” The text is an informational overview of the physiological traits and social structures of elephants, uses a categorical organizational structure focusing on physical capabilities and social grouping, and contains repetitive sentence stems to reinforce the subject and improve reading fluency for early learners.

The grade K “Instructional Resources” section includes class activities featuring multiple genres such as drama, persuasive texts, and poetry. For example, the Sequence activity includes a procedural text titled “Ice Cream Float” that lists the ingredients and steps to make an ice cream float and checks for understanding with a question regarding what ingredients are needed.

The grade K “Instructional Resources” section includes Bell Ringer activities that pair short reading passages with collaborative comprehension discussions. Multiple text options are provided for targeted comprehension skills and include both literary and informational genres. The passages feature age-appropriate vocabulary, descriptive language, prepositional phrases, and varied sentence structures. Opportunities for engagement with familiar stories, informational content, and fictional narratives are included, exposing students to increasingly complex language patterns while supporting the development of comprehension, vocabulary, and oral language skills.

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

The materials include the grade K 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, the document identifies vocabulary expectations and sentence complexity features, supporting educators in understanding the linguistic and structural demands of the texts used throughout the curriculum.

In lesson 10, “Predictions,” students read an informational text titled “Parts of a Plant,” a descriptive biological overview of plant anatomy and physiological functions. It uses a categorical organizational structure to detail the specific role of each botanical component. The text also includes high-frequency academic vocabulary to explain complex internal processes like nutrient transport and energy production.

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 Kindergarten students, including a “Self-Select and Interact” portion where students get to select what they would like to engage with and read about.

“The Playground,” in lesson 1, “Thinking About Our Reading” is a descriptive narrative that highlights the social-emotional value of peer interaction and collaborative play, such as building a sandcastle. The text also addresses the real-world application of physical coordination and social bonding through recreational exercise.

The assessment builder within the “Assessment and Assignment Builder” section provides access to a variety of engaging texts representing multiple genres and topics. When the educator selects grade K comprehension standards related to predictions and mental imagery, a collection of high-interest passages becomes available. These selections include informational texts supported by photographs and age-appropriate facts, procedural texts that explain everyday tasks, and narrative texts featuring engaging characters and events.

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 6, “Characters,” the educator says, “Stories are usually about someone—a person or an animal. That someone is called the main character! Think about when you listen to a story. Who do you like to hear stories about? Who are your favorite characters?”

In Lesson 8, “Topic and Theme” the educator makes connections with students’ experiences and knowledge by using other stories they have read or listened to before. The educator says, “Let’s use our background knowledge to help us think about topics and themes. What are your favorite topics to read about? What lessons have you learned from stories before?”

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

The grade K 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.

The “Explore” section of the Teacher Guide includes educator directions to introduce and discuss key vocabulary before reading occurs. The course 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, “Genres and Settings,” the educator pre-teaches each vocabulary word by displaying a slide for the word, reading the definition, discussing the picture and then the sentence that goes with the image. For example, the word setting is displayed and then a picture, the educator asks, “Where is the setting for this story?” The educator then says, “Turn and tell your partner the setting.”

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 K, lesson 3, “Word Meanings” provides explicit instruction in the use of contextual analysis to determine the meanings of unfamiliar words. Educator modeling demonstrates how students can combine visual and textual clues to infer word meaning. The materials guide students through the process of analyzing illustrations, sentence details, and surrounding context to determine the meanings of unfamiliar vocabulary. This explicit instruction provides a clear model of the strategy before students are given opportunities to apply contextual analysis independently during guided and independent practice activities.

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 “Class Activities” section of the grade K “Instructional Resources” has student practice sheets for students to apply contextual analysis with unknown words. “Multiple Meaning Words” has sentences with words such as “duck,” “fly,” and “seal.” Students must use context to determine the correct meaning of the word. A second practice sheet gives students a second opportunity for practice with the words rock, park, and bat.

The grade K lesson plan “Word Meanings” provides an opportunity for students to use context to determine the meaning of the word tiny. The slideshow has a short, two-sentence passage containing the italicized word tiny and an accompanying picture. The educator prompts students by asking, “How does the picture help you figure out the meaning?” and providing an opportunity for students to explain to a partner how the picture helps them understand what the word tiny might mean. More practice is included on subsequent slides with the word enormous.

Additional opportunities for vocabulary practice are provided through the supplemental resource “Supercheats.” These student activities target specific vocabulary skills, including the use of picture dictionaries, the application of affixes, and the analysis of multiple-meaning words. The activities reinforce vocabulary development through focused practice and provide opportunities for students to apply word-learning strategies in a variety of contexts.

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 provide systematic instruction in reading comprehension skills through an intentionally sequenced progression of lessons. The Elementary RLA Implementation Guide explains that the course organizes grade-level lesson plans to support the development of reading comprehension throughout the school year. Early lessons focus on foundational skills such as responding to reading and determining word meanings, while later lessons address more complex concepts, including author’s purpose and persuasive texts. This progression demonstrates a structured approach to building comprehension skills from foundational understanding to more advanced analysis and interpretation of text.

The grade K RLA scope and sequence establishes a structured instructional pathway that gradually expands students’ comprehension abilities throughout the school year. Early lessons focus on foundational skills, including vocabulary development and basic comprehension strategies, providing a foundation for future learning. As instruction progresses, students are introduced to increasingly complex concepts that require analysis of the author’s purpose, evaluation of persuasive messages, and deeper engagement with text. This intentional progression supports the incremental development of reading comprehension skills and promotes readiness for more advanced literacy tasks.

The supplemental comprehension program demonstrates systematic instruction through a carefully sequenced progression of lessons that build reading comprehension skills over time. Each lesson includes an overview that explains its instructional purpose and connection to the broader scope and sequence. Early lessons focus on establishing foundational reading behaviors and comprehension strategies that support engagement with text and monitoring of understanding. As students progress through the sequence, the course introduces and reinforces increasingly complex skills. Later lessons require students to apply multiple comprehension strategies simultaneously, demonstrating an intentional progression from foundational understanding to more advanced analysis and evaluation of text.

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 “Class Activities” section within the grade K “Instructional Resources” includes a variety of comprehension activities aligned to targeted reading skills. Students have opportunities to practice skills such as making predictions and asking and answering questions through engagement with short literary and informational texts. Activities include multiple opportunities to apply comprehension strategies, use textual evidence, and respond to questions at varying levels of complexity. These resources support the development of foundational reading comprehension skills through structured practice and repeated application of targeted strategies.

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 supplemental program regularly engages students in reading or listening to texts followed by comprehension questions at multiple levels of cognitive demand. Each lesson plan includes a Question Reference Sheet that identifies comprehension questions and categorizes them as literal, inferential, or evaluative. The course provides additional information regarding the instructional component in which each question is used, supporting intentional and systematic development of comprehension skills through questioning, discussion, and text-based analysis.