ReadBright Phonics, Grade 1

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 ReadBright Supplemental Guide provides guidance on how to use ReadBright as a supplemental program to tier 1 instruction. The “ReadBright as a Supplemental Phonics Program” section describes the program as supplemental instruction designed to enhance tier 1 instruction. For example, the guide says educators can use the program’s routines and student resources to reinforce the core program’s foundational literacy skills to build fluency and “mastery of the alphabet and early CVC blending.”

Additionally, the ReadBright Supplemental Guide describes the program as modular by design, allowing educators to select specific ReadBright routines and resources based on their instructional needs rather than implement the program in its entirety. The In-Depth Teacher’s Program Guide states that the full program “ensures the complete acquisition of all reading skills” by addressing the foundational building blocks early readers need. Educators can choose program components that reinforce specific skills as a supplement to their school’s core curriculum.

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 materials explain how to use the supplemental program to support an existing core reading and language arts program. The In-Depth Teacher’s Program Guide offers a range of guidance for educators, such as how to adjust instructional time for students who need remediation or acceleration and when to contact curriculum specialists for support with implementation.

The “Strategic Adaptations for the Tier 1 Classroom: Grade 1” section of the ReadBright Supplemental Guide provides recommendations for adapting specific ReadBright components and aligning them with the core program’s existing scope and sequence. For example, the section advises educators to compare the ReadBright phonics scope and sequence to that of their school’s core program to identify ReadBright units that address the same phonics features. When the core program introduces a new phonics skill, educators can use the corresponding ReadBright phonics routine, including picture hints and sound cards, to model sounds and incorporate the “animal tapping” method when students need additional support with blending. The guidance also recommends using phonetic readers and workbook pages to give students additional practice with the targeted phonics skill after core instruction.

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

The materials include a scope and sequence and a rationale for its design. The scope and sequence lists all units, the student skills taught in each unit, and the corresponding student workbook page numbers. Additionally, the In-Depth Teacher’s Program Guide provides a rationale for the program’s learning progression, explaining how the materials build upon each other across the grade levels.

Furthermore, the materials include a scope and sequence that comprehensively outlines expectations for student learning. For example, the grade 1 TEKS alignment section identifies the TEKS for phonological awareness and lists the program components that align with those specific skills (such as the grade 1 Phonological Awareness Instructional Guide).

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

The In-Depth Teacher’s Program Guide offers guidance on pacing requirements. It includes multiple options for weekly phonics routines and allows educators to choose a four- or five-day schedule. Additionally, the guide includes an overview of the scope and sequence and recommends how long educators should spend on each skill. The “Pacing for Supplemental Usage” section includes three pacing models based on student needs: responsive model (targeted support), condensed small-group Model (consistent intervention), and aligned curriculum model (yearlong coverage). As an example, guidance for the condensed small-group model directs educators to follow the full 38-unit scope and sequence in the Teacher’s Handbook at a pace of one unit per week.

The In-Depth Teacher’s Program Guide provides guidance on time requirements for each lesson component across the three grade 1 levels. For example, the guide recommends 20 minutes for pop word (high-frequency word) instruction and five minutes for phonological awareness development. The guide includes both four- and five-day weekly scheduling options for the three levels.

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

The In-Depth Teacher’s Program Guide gives an overview of the grade 1 program design and resources. For example, the guide describes the ReadBright Phonics Program and identifies the materials that support its phonics and pop word instruction, including workbooks, phonics readers, sing-along audio USBs, the Teacher’s Handbook, vocabulary cards, and a homework program. The guide also discusses additional program resources. For instance, the ABC Handwriting Book helps students practice letter formation through visual and kinesthetic connections, while the Dictation Book gives students opportunities to apply phonics skills through sound, word, pop word, and sentence dictation. The ReadBright Supplemental Guide further explains how to use program sections to address particular instructional needs as a supplement to the core curriculum.

The ReadBright Supplemental Guide provides additional guidance for using specific program resources in different instructional settings. The “Strategic Adaptations for the Tier 1 Classroom: Grade 1” section offers recommendations for incorporating ReadBright routines and resources into existing classroom instruction based on the phonics skills students are learning. For example, educators can use the sound and tap routine with picture hints and sound cards when introducing a corresponding phonics skill or use the “animal tapping” method when students need additional support with blending. The guidance also suggests phonetic readers and workbook pages for additional practice with targeted phonics skills. The “ReadBright as a Small Group Tool” section provides further guidance for combining program components such as phonemic awareness drills, sound and tap, dictation, decodable texts, and workbook pages to address specific skill needs during small-group instruction. Educators can organize these resources within a 10–15 minute targeted lesson or use the program components within a supplemental or remedial block.

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 only English-language suggestions for families on supporting students’ progress. For example, the ReadBright Homework Program includes an introductory welcome letter for parents outlining additional supports (reading pages, fluency cards, homework activity sheets), and a “How It Works” section provides implementation guidance. Parents also receive printouts of the student-facing homework pages.

The materials do not contain Spanish-language suggestions for families on supporting students’ progress. For example, a fluency passage from the level 1 homework program focuses on the short a phonics skill and includes sentences in English such as “A hat is on the mat. A cat is on the mat.”

Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).

The materials include both formative and summative assessment opportunities that meet the supplemental program’s purpose. The In-Depth Teacher’s Program Guide offers guidance on summative assessments throughout the program. For example, the assessments section briefly mentions the mid-unit and end-of-unit assessments. The level 2 scope and sequence assessments include the relevant formative and summative assessments for grade 1, focusing on reading target sounds in isolation, reading words with the target sound, and spelling words with the target sound.

Additionally, the online ReadBright Lesson Library offers guided encoding and decoding routines, including embedded opportunities for formative assessment during phonics instruction. For example, within the Teacher’s Handbook, level 2a, “Magic e,” students apply phonics patterns during instructional activities while educators monitor their accuracy and mastery of foundational literacy skills through observation and guided practice routines.

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

The In-Depth Teacher’s Program Guide provides educator guidance on summative assessments throughout the program, including mid-unit and end-of-unit assessments. The guide explains that these summative assessments aim “to track the progress of students and to ensure that every student masters each skill.”

However, the materials do not explicitly identify which assessments are formative. For instance, within the level 2 scope and sequence assessments, the “Pre/Post Assessment” section does not define the terms “Pre-Assessment” and “Post-Assessment” and does not explain the intended purpose of each assessment type. The section simply describes what educators and students should do during the “Read sounds,” “Read words,” and “Spell words” portions of the pre- and post-assessments. (For example, “Read the sound of each pattern in column A.”) Educators must independently determine the purpose of administering these tasks.

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

The materials lack sufficient guidance on instructional assessments. For example, assessment 7 “Magic e” in the level 2 assessments includes assessment directions, scoring opportunities, and assessment tasks aligned to foundational phonics skills, but it does not tell educators how long to wait before prompting students, whether they should score prompted responses as correct or incorrect, or how they should respond to incorrect student answers. This lack of clarity may result in inaccurate administration.

Additionally, materials such as assessment 11 “Ruling R” from level 3, include administration procedures aligned to increasingly complex phonics features within instruction (such as short vowel sounds, long vowel sounds, ruling R sounds, new skill in real words, fluency in paragraphs). But they do not include precise, measurable language within all of the assessment instructions. For example, when recording student fluency errors, educators must determine whether a student reads in “a smooth and even way” or “hesitated or stumbled significantly before reading the word correctly” or reads “in a bumpy or segmented way.” As a result, educators may administer the assessment inconsistently across instructional settings.

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

The foundational skills program includes assessment items at different levels of complexity. For example, within the end-of-unit assessments, skills increase in line with the following systematic sequence: short vowels, long vowels, new skill as a real word, new skill as a nonsense word, new skill applied within connected text (fluency paragraphs). Assessment 11 “Magic e” in the level 2 assessments increases in complexity as it progresses from short and long vowel identification to applying phonics skills within real words, nonsense words, and connected text through fluency paragraph reading. These assessment items support educators’ understanding of how well students decode during the program.

The Teacher’s Handbook, level 3a, advanced “Ruling R” section includes assessment items focused on encoding. These items progress from encoding spelling patterns (such as ar) to spelling real words (such as car) and then to constructing sentences. (“The barn is open.”) These assessment items support educators’ understanding of how well students encode during the program.

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

The assessment resources across all three levels of the grade 1 program and the ReadBright Phonics Assessment & Progress Monitoring Handbook provide scoring forms, proficiency expectations, and standardized procedures to support accurate scoring of instructional assessments. For example, in level 2, the assessment 7 “Magic e” section includes individual and class record sheets for educators to record student responses and scores. Additionally, the “Standardized Test Administration Protocols” section in the ReadBright Phonics Assessment & Progress Monitoring Handbook includes proficiency expectations and standardized procedures for scoring student performance, such as standardized notation and error marking. The section also provides standardized wait time and prompting rules, fluency in paragraphs administration, and group dictation/encoding administration to establish consistent procedures during assessment administration.

The ReadBright Phonics Assessment & Progress Monitoring Handbook provides guidance for interpreting student performance by establishing proficiency ranges and diagnostic considerations for assessment results. The section 3 “Data Interpretation & Benchmark Framework” section categorizes performance on decoding, encoding, pop word, and special rule tasks into three proficiency ranges: mastery/on-track for scores of 80 to 100 percent, strategic support needed for scores of 60 to 79 percent, and intensive intervention for scores below 60 percent. The section 4 “If-Then Remediation & Instructional Decision-Making Matrix” further guides educators in examining areas of weak performance to identify skill challenges. For example, when students demonstrate difficulty with letter names, sounds, or vowel identification, educators consider whether students confuse letter names with sounds or lack automaticity. For difficulties with phonics decoding, educators examine performance with real and nonsense words and consider whether students rely on context rather than sound-symbol correspondence or have difficulty segmenting and blending.

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

In the ReadBright Phonics Assessment & Progress Monitoring Handbook, the section 4 “If-Then Remediation & Instructional Decision-Making Matrix” connects assessment focus areas to specific activities and tasks to address student performance. The matrix covers foundational skills including phonics decoding (real and nonsense words) and provides diagnostic considerations to help educators identify specific areas for additional instruction or practice.

The matrix also specifies instructional next steps and grouping strategies to help educators address student weaknesses. For example, if assessment data indicate that a student struggles with nonsense words but demonstrates proficiency with real words, the matrix identifies reliance on context as a diagnostic consideration and directs educators to incorporate nonsense word drills into daily routines to provide additional practice with sound-symbol correspondence. This guidance identifies the skill for targeted remediation, the specific activity educators should use, and when to incorporate the activity into instruction.

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.

Across the three levels of the grade 1 program, the assessments include individual score sheets and class record sheets for educators to record student performance on targeted literacy skills across assessment administrations. For example, the mid-unit and end-of-unit assessments in level 2 assessments include individual and class record sheets for skills such as CVCe words, allowing educators to compare student performance on related skills over time. The class record sheets also allow educators to track individual skill growth and identify trends in student performance across the academic year.

The level 1 Progress Chart Tracker allows students to track their own progress and growth over time. Section 5, “Progress Tracking & Student Self-Assessment,” offers progress tracking, reflection, and goal-setting tools aligned to learning objectives. For example, students can use the form 2 Fluency Paragraphs Progress Chart to record assessment performance across multiple test dates and set goals throughout the year. Grade 1 charts allow students to track their progress and growth in literacy skills such as WCPM (words correct per minute) in oral reading fluency.

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.

Lesson plans include suggestions for differentiated instruction to support students who have not yet reached proficiency in grade-level literacy skills. For example, in the unit 25 “Walking Talking Vowels” phonics section of the ReadBright Lesson Library, the “NOTE: Differentiation” label indicates how educators should respond to students who struggle with skills such as sound pronunciations (e.g., /ē/) and reading words with vowel teams. Sample guidance includes “If a student gives a thumbs down or seems unsure: ‘It looks like we might need to try that again. Remember, the vowel pair ‘ee’ makes the /ē/ sound. Let’s try tapping and blending all the sounds again together. Focus on saying each sound clearly and then smoothly blending them into one word.’”

Additionally, the materials include differentiated activities and embedded instructional supports for students who have not yet reached proficiency in grade-level skills. For example, the unit 20 “Magic e: Long o (o-e)” section of the ReadBright Lesson Library provides educator guidance for differentiated instructional support aligned to the lesson objective and integrated into the instructional routine. The supports provide scaffolded practice opportunities connected to the specific literacy skill.

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.

Lesson plans guide educators to provide differentiated instruction for students who show skills proficiency during whole-group instruction. For example, the unit 29 “Final y as a vowel (/ē/ or /ī/)” section of the ReadBright Lesson Library suggests modifications for students who have already mastered high-frequency words. These suggestions, which include a “NOTE: Differentiation” label, indicate how educators should respond to students who have already demonstrated mastery of the named skills.

Additionally, the “ReadBright Daily Lesson” routines in the In-Depth Teacher's Program Guide include activities that extend learning for proficient students. For example, the routines direct students to complete additional fluency rereads and advanced encoding practice using cumulative phonics patterns introduced in previous lessons. The materials suggest independent and partner activities that increase automaticity and connected-text fluency beyond the core instructional task.

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

The “Students Receiving Special Education Services” subsection of the ReadBright Differentiation Guide connects students’ identified learning needs with ReadBright routines that may provide additional instructional support. According to the guide, the recommended routines help educators “reduce cognitive load and provide tangible, multisensory bridges to abstract literacy concepts.” For example, educators can use the “kid in the middle” narrative routine to support CVC blending. The routine uses a story structure to help students manage the sounds within words. The guide also recommends the sound and tap routine when students need a more concrete approach to blending. The routine adds movement to the decoding process.

Additionally, the “Instructional Decision-Making for Diverse Populations” section of the ReadBright Differentiation Guide helps educators adjust instruction in response to student performance. When progress-monitoring data indicates that a student requires intensive intervention, educators can condense instruction into a 30-minute block focused on one phonological awareness drill, a sound and tap review, and targeted dictation practice. The guide also connects other areas of student difficulty to specific ReadBright instructional practices, such as incorporating a brief letter/vowel drill when students confuse letter names and sounds or using nonsense-word drills when students rely on context rather than decoding.

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.

Explicit prompts guide educators to model or explain skills throughout the program. For example, in the unit 25 “Walking Talking Vowels” phonics instruction in the ReadBright Lesson Library, parts 2–7 include scripted language (“Today we’re going to practice our phonics skills. We’re learning about the Walking Talking Vowels: ee, ea, ey”), facilitation guidance (“Teacher flashes sound cards quickly. Include all consonants, vowels, all digraphs, and all sticky sounds”), and student prompts. (“What sound does ee make? Whisper it with me.”)

Furthermore, the “Walking Talking Vowels” section of the ReadBright Lesson Library provides explicit educator guidance for modeling and explaining the target vowel pattern. For example, one lesson includes educator-directed instructional routines that introduce the phonics pattern, model pronunciation and decoding, and guide students through structured practice opportunities before independent application. The materials support educators in demonstrating how the target vowel pattern functions within words and connected reading activities.

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

This educator-led foundational skills program includes lesson plans for all lessons in the program. The lessons typically begin with educators introducing a concept and modeling a phonics routine. Then they practice the routine with students. Lesson plans include a variety of instructional approaches, from student partners practicing the modeled skill to students independently applying the skill. Each lesson plan guides educators on the best instructional approaches. For example, the unit 19 “Magic e” section of the ReadBright Lesson Library includes phonics-routine scripts for each activity, ranging from the “Pop Word Introduction Routine” and “Air Writing Routine” to the “Pop Word Classroom Activity.”

Additionally, lesson plans consistently include varied educator guidance to fit a range of instructional approaches. For example, within the In-Depth Teacher’s Program Guide, the “ReadBright Daily Lesson” routines offer recommendations for phonemic awareness, phonics, encoding, fluency, and reading activities that combine educator modeling, guided practice, partner interaction, and independent application. A consistent instructional framework supports effective delivery across lessons while offering students multiple ways to learn and apply literacy skills.

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

The materials do not consistently recommend structures for implementing lessons. Within the ReadBright Lessons Library User Guide, educators learn about instructional resources and find out how to access lesson components. For example, the guide explains lesson structure and tells educators where to find scripts, instructional routines, and lesson materials. However, the guide does not give advice on instructional grouping structures during lesson implementation or identify when activities should occur in whole-group, small-group, partner, or individual formats. Educators must independently decide on instructional structures to facilitate lesson activities.

Furthermore, the materials give little guidance on recommended structures within the program. For example, the “Classroom Centers” section of the In-Depth Teacher’s Program Guide recommends the optimal number of students per center (between four and eight) and offers directions for working at each center (including the phonics center and the pop word center”). However, the guide does not offer tips on teaching students to use the center for effective practice.

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 supplemental program does not include linguistic accommodations to support emergent bilingual students. Although the materials include language-rich activities (listening, speaking, reading, writing), they do not provide guidance tailored to the linguistic needs of emergent bilingual students. For example, within the unit 34 “More Sounds” section of the ReadBright Lesson Library, part 3 includes general guidance related to speaking using high-frequency words. This sample lesson directs educators to use the following sentence stem: “The _____ is the heart part in around because it _____.” However, the guidance is intended for any student who may benefit from additional support; it is not designed to address the needs of emergent bilingual students.

Additionally, the materials do not provide explicitly named differentiated guidance to support two or more levels of language proficiency (such as pre-production, beginning, and intermediate) as defined by the ELPS. For example, within the Teacher’s Handbook, level 3a, “Ruling R” lesson, phonemic awareness routines provide structured opportunities for students to verbally manipulate sounds and explain responses during educator-guided instruction. Educators ask students to remove beginning sounds from words and orally produce new words, and then they offer guided discussion and feedback. These activities support student use of academic language associated with phonological awareness and literacy development. However, the guidance is general and not designed to engage students at different levels.

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 “Implementation Guidance for ESL Programs” section of the ReadBright Differentiation Guide tells educators how to use ReadBright within a district’s ESL program and identifies two implementation models: the ESL Content-Based model and the ESL Pull-Out model. The section also addresses Language Proficiency Assessment Committee (LPAC) coordination when educators adjust instruction for emergent bilingual students. Educators coordinate with the LPAC when selecting and documenting ReadBright interventions or supplemental routines so instructional decisions reflect students’ linguistic needs and progress over time.

The ReadBright Differentiation Guide provides suggestions for incorporating ReadBright routines into the ESL Content-Based model to develop English language skills while students learn grade-level content. These recommendations aim to give emergent bilingual students comprehensible input as they develop both language and content knowledge. For example, the guide suggests the scaffolded vocabulary acquisition strategy, which uses a “sound-first” routine to prepare students for unfamiliar academic vocabulary in science or social studies texts. Educators can combine the routine with realia or pictures to help students connect the sounds in new words with the words’ meanings before reading the words in context. The guide also suggests the contextualized mapping strategy, which extends pop word practice to high-frequency words connected to the current unit of study and incorporates word meaning and background knowledge into the routine.

Tthe guide provides suggestions for incorporating ReadBright into the ESL Pull-Out model specifically designed for English language development. For example, the guide suggests the contrastive phonology focus strategy, which guides educators to compare the sounds of English with those in a student’s home language. When students encounter an unfamiliar English sound, educators can use the mouth formation” routine before moving into related phonological awareness or phonics activities. The multilingual sound-first warm-up strategy incorporates students’ home languages by connecting cognates to the sounds or words under study. The guide also describes how educators can use ReadBright nonfiction decodable readers for picture walks before reading and the oral language routine with sentence frames for small-group retells after reading.

Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.

No evidence of three-cueing as defined in Texas Education Code (TEC), §28.0062 was found in this program.

Evaluation for 4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.

The materials do not include a systematic, consistently progressing sequence of phonological awareness skills. For example, in the Teacher’s Handbook, level 1a, drill 1 of unit 1 (short a) asks students to blend phonemes and identify initial and final sounds, and drill 2 progresses to blending and segmenting phonemes. However, drill 3 shifts to deleting onset-rime units, a less complex phonological awareness skill involving larger units of sound, before returning to the more complex task of phoneme substitution in drill 4. This sequence does not demonstrate a consistent progression from larger units of sound to smaller units of sound.

The Teacher’s Handbook, level 1c, “Blends” shows a similar pattern. In drill 1 of unit 12, on beginning blends,” students blend individual sounds to form words, a phoneme-level skill. Drill 2 then shifts to deleting onset-rime units, moving from smaller units of sound to larger units of sound. Drill 3 returns to the more complex task of substituting sounds within blends, and drill 4 continues with sound deletion activities. These examples demonstrate that the phonological awareness skills do not follow a consistent developmental sequence and that there is no apparent logic to the progression of skills from larger units of sound to smaller units of sound throughout the program.

Evaluation for 4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).

The materials do not consistently include a systematic sequence of phonemic skills progressing from basic skills to more complex skills. The program offers a sequence of instruction and practice that moves from blending to segmenting to manipulating. For example, within the In-Depth Teacher’s Program Guide, the “Phonemic Awareness Drills” section directs educators to begin with identifying beginning sounds (e.g., /k/ in cat) and conclude with manipulating phonemes.

Conversely, the materials do not demonstrate a consistent progression of phonemic awareness skills from larger to smaller units of sound. While books 1–4 of the Phonological Awareness Teacher’s Tool Kit provide a sequence that progresses appropriately across units, the daily phonemic awareness drills embedded across all four levels of the ReadBright Phonics Program do not maintain this progression. For example, drills 1–2 always ask students to blend phonemes and identify initial and final sounds, which are phoneme-level skills involving smaller units of sound. However, drill 3 shifts to deleting onset-rime units, a less complex phonological awareness skill involving larger units of sound. Then drill 4 returns to the more complex task of phoneme substitution. The inconsistent progression across program materials does not provide sufficient evidence of a systematic sequence of phonemic awareness skills.

Evaluation for 4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include direct instruction in phonological awareness skills. Within the red unit “Multisyllabic Words” section of the Phonological Awareness Teacher’s Tool Kit, book 2, sample lessons direct educators to demonstrate how to blend syllables to form a multisyllabic word without using pictures. For example, lesson 3 guidance includes the following think-aloud: “Watch as I show you and then you’ll try. Wa-ter. What word do we get if we put together: wa-ter? Water…This time, you will say the word that the syllables make, together with me.” Afterward, the materials guide educators to gradually release students to practice the phonological skill in the same way, using a list of two-syllable words.

Additionally, sample lessons within the unit 18 “Magic e: Long a (a_e)” section of the ReadBright Lesson Library provide direct guidance for educators on how to model phoneme blending using an explicit gradual-release structure. The lesson includes an “I Do” script in which educators model blending phonemes to form a word, stating, “We’ll put sounds together to make a word. Watch me. The sounds are /c/ /ā/ /m/. The word is came.” The lesson then transitions to a “We Do” component in which students blend phonemes with educator support before independently applying the skill. This guidance gives educators explicit modeling, guided practice, and independent practice opportunities for phoneme blending.

Beyond initial instruction, the materials include explicit educator guidance on corrective feedback for students during phoneme segmentation. For example, within the unit 20 “Magic e: Long o (o_e)” section of the ReadBright Lesson Library, part 4 states, “If a student misses a sound in a blend, say: ‘Listen. There are four sounds. Let’s say them slowly. /s/.../l/…/ō/…/p/.’” Here and elsewhere, the program offers direct phonological and phonemic awareness instruction through clear prompts, gradual release of responsibility, and ongoing practice opportunities.

Evaluation for 4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

In the foundational skills program, students receive direct phonological and phonemic awareness instruction followed by ongoing exercises. The unit 29 “Final y” section of the Teacher’s Handbook, level 2b, introduces blending and segmenting phonemes in words with and without digraphs (for example, /s/ /k/ /ī/ to sky), and students have multiple opportunities to practice and apply the learning. Educators ask students to put sounds together to make a word (for example, educators says /p/ /e/ /n/ /ē/ and students say penny). After this practice, the roles reverse; educators say the word and students segment the word.

As grade 1 students advance throughout the program, the materials include similar cumulative phonological and phonemic awareness practice opportunities. For instance, within the unit 34 “ou, ow” section of the Teacher’s Handbook, level 3b, daily phonemic awareness drills provide multiple opportunities for students to practice new and previously taught sound patterns. For example, students blend and segment phonemes in words with the current ou and ow sounds. Students also delete onset and rime, delete final sounds, and substitute sounds in words that review previously taught patterns. These practice routines offer students multiple opportunities to apply new learning after direct phonological and phonemic awareness instruction.

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

Students practice phonological and phonemic awareness skills only after they have learned the skills. Sample student practice tasks include syllable segmentation using Elkonin box cards and counters to practice previously taught skills. For example, in lesson 16 of the red unit “Multisyllabic Words,” students practice finding the syllables that make up a word with either one, two, or three syllables, and then they count the syllables using Elkonin boxes and magnetic counters, as they learned during an earlier whole-group activity. Then students independently apply these skills.

Beyond sample syllable segmentation guidance, every lesson includes phonological and phonemic awareness practice focused on previously learned skills. For instance, within “Walking Talking Vowels: oa, oe, ow” in unit 27, the first day’s lesson focuses on these long vowel teams. On day 2, students build on their learning by practicing phoneme deletion with words containing the long o sound. For example, educators say the word goat and model deleting the beginning sound. After students practice, the lesson progresses to final phoneme deletion. This helps solidify students’ ability to create new words by adding, changing, or substituting sounds.

Evaluation for 4.A.3a
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 1 scope and sequence outlines sound-spelling patterns in a progression from simpler, more common patterns to more complex, less frequent ones. For example, unit 1 of the Teacher’s Handbook, level 1a, focuses on the short a sound-spelling pattern and gives students opportunities to practice CVC words in the phonics reader “On the Mat.” Later, units 8–11 focus on CVCC words with consonant digraphs, followed by CVCe words in units 18–21, and vowel teams in units 25–28 at level 2. This sequence demonstrates a systematic progression of sound-spelling pattern instruction across the program.

The Teacher’s Handbook, level 1a, includes another example of systematic skills progression. It introduces “kid in the middle” words, which are CVC words in which the middle vowel has a short sound. The handbook then applies a sound-spelling routine across the short-vowel sequence. For example, students first learn short a with CVC words. The sequence continues with the remaining short vowels across the following units. In each, educators use the “kid in the middle” routine to teach students to identify the vowel sound, mark the short vowel, and read CVC words with the taught pattern. Later review pages require students to read and sort words using the same sound-spelling patterns.

Evaluation for 4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials provide direct instruction in decoding words using sound-spelling patterns. For example, the unit 20 “Magic e: Long o (o_e)” section of the ReadBright Lesson Library offers educator guidance and modeling for decoding words containing the target sound-spelling pattern. For instance: “First, I whisper read the vowel: /ō/. The e is silent. Now watch me tap out each sound OUT LOUD. Then I will blend the sounds and read the words. Remember, the e is silent.” Next, educators engage students in guided practice by tapping out the sounds and blending them to read the word. The lesson also gives students multiple practice opportunities. For example, educators play a game called “Unscramble,” stating, “When I say ‘Start’, try to unscramble your ‘long o’ word and write it on your board or index card… When I say ‘Finish!’ or ring the bell, hold up your unscrambled word for me to see.” Afterward, educators repeat the exercise using a sample word list and scripted corrective feedback as needed.

The materials also offer instruction in encoding words. For example, in the unit 20 “Magic e: Long o (o_e)” section of the ReadBright Lesson Library, part of the word-chaining guidance states, “Now we’ll write some words. Watch me first. The word is robe. Listen: robe. First, I tap out the sounds. /r/ /o/ /b/. Three sounds! Now I write each sound...Then I add the silent e to make the o say its name. The word is robe.” Afterward, the script suggests having students sound out the word and write it in the words section of their workbook.

Evaluation for 4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

Students practice decoding words with sound-spelling patterns from word lists. For example, within the phonetic reader lesson of the Student Workbook, level 2, students engage in phonics word drills where they read words with vowel teams from a list. The activity includes cumulative review of short vowels and CVC words as students learn about the ee and ea vowel teams. For instance, students choose the correct word type (such as short vowel, CVCe, or vowel team) on a picture card and then read the words.

Additionally, students practice decoding words using sound-spelling patterns in decodable connected text. For instance, within the “Phonetic Reader Lesson Plan” section of the Teacher’s Handbook, level 2a, students practice applying their knowledge of the long u and e by reading the decodable reader “Luke’s Flute.” Educators activate background knowledge, introduce the story, guide the first and second readings, and ask students comprehension questions while students read sentences.

Finally, students practice encoding in isolation using materials within the “Daily Lists” and “Word Chains” sections of the Teacher’s Handbook, level 2b. For example, unit 25 focuses on the vowel teams ee, ea, and ey, and students practice spelling newly taught vowel teams while reviewing previously taught patterns: short vowel, CVCe, digraphs, and blend sound-spelling.

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

In the unit 18 “Long A” section of the Teacher’s Handbook, level 2a, students practice only sound-spelling patterns they previously learned. Educators introduce the CVCe long a sound-spelling pattern during the daily lesson. They explain that the “magic e” makes the first vowel say its name while the e itself remains silent, and they connect the new learning to the previously taught “kid in the middle” pattern by demonstrating how cap changes to cape. Following instruction, students apply the spelling patterns during “Human Spelling,” in which they transform short a words into CVCe words. They also sort word cards into categories.

Additionally, students practice encoding only the sound-spelling patterns they previously learned. For example, in unit 25 of the Teacher’s Handbook, level 2b, “Walking Talking Vowels,” students complete sentence-level encoding tasks using words that contain the current week’s sound-spelling pattern, weekly pop words, and words they previously learned. The materials provide a controlled sequence of encoding practice in which students apply only familiar sound-spelling patterns rather than untaught skills.

Evaluation for 4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 1 scope and sequence outlines high-frequency words (pop words) in a progression from simpler, more regular patterns to more irregular ones. For instance, the scope and sequence for the Teacher’s Handbook, level 1, introduces high-frequency words across the program. The sequence lists the word have in unit 2, you in unit 3, his in unit 4, went in unit 5, he in unit 6, and additional words in later units. This sequence demonstrates a systematic progression of high-frequency instruction across the program.

Additionally, the majority of high-frequency words come from the research-based Fry and Dolch lists. In the ReadBright scope and sequence, units 1–38 of the grade 1 phonics program list 148 words that come directly from those lists. This reflects a systematic sequence for introducing high-frequency words from research-based lists.

Evaluation for 4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The “Instructional Routines for Pop Words” section of the In-Depth Teacher’s Program Guide includes educator guidance and modeling for decoding regular and irregular high-frequency words. For example, educators introduce each high-frequency word by placing the word card on a poster, using the word in a sentence, pointing to each letter while spelling the word aloud, and swiping under the word while saying it. Then students repeat the routine and read the word aloud. The process repeats with additional high-frequency words.

Additionally, the guide prompts educators to use clear routines for encoding high-frequency words within each unit. For example, educators say the high-frequency word, use it in a sentence, pronounce the word slowly, identify each sound, write the letters that represent each sound, and mark letters that do not represent the expected sound in irregular words. Students then use counters, Elkonin boxes, and writing lines to map each sound to its corresponding letters and shade the letters that do not match the expected sound.

Evaluation for 4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

The Teacher’s Handbook offers cumulative practice in decoding regular and irregular high-frequency words in isolation. Students engage in high-frequency word drills by reading words from a list. This routine provides cumulative practice with previously introduced high-frequency words.

Additionally, students practice decoding high-frequency words within decodable connected text. For example, the Teacher’s Handbook, level 2a, includes decodable readers such as “Jake’s Cakes” that allow students to read previously taught high-frequency words in context. Educator guidance activates background knowledge, introduces the story, supports the first and second readings, and prompts comprehension through questions as students read connected text.

Finally, students receive cumulative practice in encoding high-frequency words in isolation. For example, in the “Encoding” section, educators guide students to encode the words should, could, and would. Students then write dictated sentences that incorporate high-frequency words from the current lesson as well as previously taught lessons. This sequence provides cumulative encoding practice with high-frequency words introduced across multiple lessons.

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

In the Teacher’s Handbook, level 2a, the unit 18 “Long a” section gives students decoding practice with regular and irregular high-frequency words they learned earlier. Students practice reading these words using the classroom poster, flashcards, songs, and decodable readers. The student workbook reinforces this instruction by providing additional practice with the same words in isolation.

Additionally, students practice encoding previously taught high-frequency words. For example, in the Teacher’s Handbook, level 2a, “Throw the Ball” directs students to spell and say current or previously taught high-frequency words on their classmates’ flashcards. The materials provide a controlled sequence of encoding practice in which students apply previously taught high-frequency words rather than untaught skills.

Evaluation for 4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 1 scope and sequence outlines syllable types in a progression from simpler, more common syllables to more complex ones. For example, the ReadBright scope and sequence introduces closed syllables during level 1. During level 2, the materials include CVCe, vowel teams, and open syllables. Finally, the program introduces r-controlled vowels within the level 3 materials. This sequence demonstrates a systematic progression of syllable-type instruction across the program.

The In-Depth Teacher’s Program Guide also shows a systematic progression of skills. For instance, the guide explains that students learn “kid in the middle” words (CVC words in which the middle vowel has a short sound and ends in a consonant to make it a closed syllable) and then begin a routine for CVCe syllables, vowel teams, and r-controlled vowels. The materials introduce the syllable types in a planned sequence that begins with closed syllables and builds across the phonics system before students move to more complex grade 1 syllable types.

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

Students receive direct instruction in decoding one-syllable words. For example, the unit 19 “Magic e: Long i (i_e)” section of the ReadBright Lesson Library includes direct educator guidance and modeling for decoding words. On day 1, educators say, “Today, magic e is going to change vowel i. When magic e is at the end of a word, i says /ī/. Watch my mouth as I make the sound.” Educators then model blending by tapping under each sound card before guiding students to blend the sounds together to read the whole word.

Students also receive direct instruction on encoding words. For example, within the unit 15 “Twin Letters (ff, ll, ss, zz) and Compound Words” section of the ReadBright Lesson Library, educators lead a word-chaining activity, using letters on the board to model spelling the word cupcake. Educators then explain how to encode compound words using syllable division. Afterward, educators use word chaining to change cupcake to cup and cup to up. Finally, students independently practice encoding.

Evaluation for 4.C.3c
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

Students receive cumulative practice in decoding one-syllable words in isolation. For example, in the “Phonics Instruction” section of the Advanced Teacher’s Handbook, level 2, students practice reading one-syllable words with the VCe pattern while continuing to review previously taught phonics patterns. In a corresponding activity in the Student Workbook, level 2, students decode one-syllable words in isolation as they read from a word list. As educators introduce new VCe words, students continue practicing previously taught CVC words.

Additionally, students have cumulative opportunities to practice decoding one-syllable words in decodable connected text. For instance, within unit 19 of the Advanced Teacher’s Handbook, level 2, students read the decodable text “Up on a Ride,” which includes both current spelling pattern i_e and previously taught phonics skills.

Finally, the materials provide cumulative opportunities for students to practice encoding one-syllable and multisyllabic words in isolation. For example, in the Teacher’s Handbook, level 2a, the “Daily Lists” and “Word Chains” sections focus on compound words with CVC and CVCe spelling patterns. Through dictation exercises, students practice spelling newly taught words while reviewing previously taught one-syllable and multisyllabic words.

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

Students practice only previously taught syllable types and syllable division principles. In the Teacher’s Handbook, level 2a, the unit 23 “Compound Words and Open Syllables” section has students practice only with syllable types they learned during the daily lesson. For example, the materials explain the rule for open syllable words, stating “If the only vowel in a word is found at the end of the word, the vowel usually ‘says its name.’ There are two exceptions to this rule: to and do.” This guidance connects the new learning to the previously taught CVCe pattern. Following explicit instruction, students practice the open syllable type in the “Open One-Syllable Words” section of their workbooks, where they read three open-syllable words aloud before transitioning to label the long vowels of the next set of open one-syllable words, such as hi.

Additionally, students only practice encoding previously taught one-syllable and multisyllabic words. For example, in the Teacher’s Handbook, level 2a, unit 23 has students do dictation exercises focused on spelling words that contain the current week’s closed and CVCe syllable types and previously learned words. The materials provide a controlled sequence of encoding practice in which students apply only familiar syllable types.

Evaluation for 4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.

According to the ReadBright scope and sequence, the grade 1 pathway introduces morphology-related skills in a systematic progression from simpler, more common units of meaning to more complex ones. In level 1, students begin with CVC words and the suffix -s. Later level 1 units introduce compound words, the suffix -ing, possessive -’s, and the suffix -ed. In level 2, students continue with morphology-related skills, including contractions and the suffix -es. In level 3, the sequence expands to more suffixes (-er, -est, -ing, -ed) and more compound words.

Additionally, the In-Depth Teacher’s Program Guide outlines a systematic progression for introducing morphemes, saving the more advanced morphemes for level 3. The guide explains that students in the level 3 advanced program review and encounter morphology-related special rules (e.g., suffixes -er and -est, contractions).

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

The materials provide direct morphological skills instruction. For example, the unit 16 “Special Rule: Suffix -ing” section of the ReadBright Lesson Library includes direct educator guidance and modeling for morphological skills. On day 1, educators introduce the suffix -ing and explain that it changes a verb to the present tense. Educators model how to decode words with the suffix by reading the base word first and then the complete word. Educators also model combining the base word jump with the suffix -ing to form jumping and then guide students to apply the process with other words. Students then practice reading and building more words with the suffix.

The materials also provide instruction on other morphological skills. For example, within the unit 6 “Special Rule: Suffix -s” section of the ReadBright Lesson Library, educators introduce the suffix -s using a “Puzzle Piece Words” poster and model how the base word cap combines with the suffix -s to form caps. They explain that the suffix -s can indicate either a plural noun or a verb in the present tense. Educators then model a strategy in which students cover the suffix, read the base word, uncover the suffix, and read the complete word. Students apply the same routine with additional words containing the suffix.

Evaluation for 4.D.3c
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.

Students have cumulative opportunities to practice morphological skills in isolation. For example, in the Teacher’s Handbook, level 1c, students practice with the suffix -ing in isolation by reading, circling, writing, and building words in their student workbooks. They identify the base word and suffix before reading complete words such as rocking, helping, fishing, and thinking. Students also write new words, including camping, drinking, and bumping, and combine base words with the suffix -ing during a “Puzzle Piece Words” activity.

Additionally, students use previously taught morphological skills to read decodable connected text. For example, in the Teacher’s Handbook, level 3b, students read the decodable story “Roy Joins the Game,” which provides cumulative practice with the suffixes -s, -ing, and -ed, all introduced in earlier units. As students read words with these endings in the connected text, they apply multiple previously taught morphological patterns while also practicing current phonics skills. Together, these activities give students multiple opportunities to practice morphological skills in isolation before they apply them in connected text, supporting automaticity.

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

Students practice reading words that contain only previously learned morphemes. For example, unit 16 includes the phonics reader “Sledding with Dad,” in which students read words containing the suffix -ing, which they previously learned. The unit includes additional opportunities to practice the suffix, reinforcing the morpheme through repeated practice. Student practice is limited to the suffix -ing and does include untaught morphemes.

Across the morphology lessons in the ReadBright Lesson Library, students practice only the morphemes introduced in the current lesson or previous lessons. For example, in unit 6, “Special Rule: Suffix -s,” students practice only the explicitly taught suffix -s while reading, spelling, and building words. After educators introduce the suffix and model how it changes the base word, students apply the morpheme as they work with words such as caps, hats, pets, and gets.