ReadBright Phonics, Grade 2

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 materials do not provide guidance indicating that the supplemental program is intended to enhance or provide additional practice to support grade-level instruction. In the In-Depth Teacher’s Program Guide, the “Science of Reading” section describes research related to reading development and foundational literacy instruction but does not identify the stated purpose of the program as supplemental instruction designed to enhance tier 1 instruction. The program introduction does not explicitly identify the intended purpose of the program as providing additional practice for all students, instead stating, “ReadBright is a research-based, explicit, and systematic phonics program.” The materials reference evidence-based reading frameworks and practices including the Simple View of Reading and Scarborough’s Reading Rope.

Additionally, the In-Depth Teacher’s Program Guide states that the program “ensures the complete acquisition of all reading skills” by addressing the foundational building blocks early readers need. This description suggests a comprehensive reading and language arts design rather than a supplemental program intended to provide additional practice aligned to grade-level instruction. The materials do not clearly demonstrate a purposeful supplemental design aligned to the stated intent of enhancing grade-level instruction.

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 do not include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program. The “Science of Reading” section in the In-Depth Teacher’s Program Guide states, “ReadBright is a research-based, explicit, and systematic phonics program.” The materials offer guidance for educators on adjusting instructional time for students who need remediation or acceleration and contacting curriculum specialists for implementation support. Beyond these recommendations, however, the materials do not provide direct guidance on how to use the program as a supplemental resource alongside a core reading and language arts program.

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.

The scope and sequence does not comprehensively outline student expectations. For example, the Phonological Awareness Guide identifies the TEKS for phonological awareness, but the Phonemic Awareness Teacher’s Edition Book 1 and the other program materials do not specify where the program addressed the remaining TEKS.

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

The materials include guidance on time requirements and suggested pacing for effective implementation, but this guidance is inconsistent. The In-Depth Teacher’s Program Guide gives educators multiple options for weekly phonics routines, and they can choose a four-or five-day schedule. The guide also provides an overview of the scope and sequence and recommends the number of weeks educators should spend on each skill. The product footnote states, “ReadBright curriculum specialists are available to help customize pacing at all grade levels to ensure all skills in the program are covered in a reasonable time frame.” However, the materials themselves do not provide consistent pacing guidance.

Conversely, the materials highlight time-requirements guidance within four levels of the program. The In-Depth Teacher’s Program Guide includes times for each part of program lessons. For example, it recommends 20 minutes for pop word (high-frequency word) Instruction and five minutes for phonological awareness development. The guide includes a 5-day week or 4-day week option for Levels 1+ (grades 1 and 2).

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

Although the materials include implementation resources, the guidance does not support implementing the program as a supplemental resource to enhance grade-level instruction. For example, the In-Depth Teacher’s Program Guide states, “ReadBright’s Phonological Awareness Kit is a program designed to teach kindergarten children the phonological awareness skills needed to master the building blocks of fluent reading. The program consists of lessons and activities arranged in a systematic and scaffolded hierarchy.” However, the description does not provide guidance for implementing the kit alongside or in support of a core reading program.

The supplemental program includes resources such as USB (universal school-based) educator and student materials, audio songs, student printouts, and educator printouts to support program implementation. However, the program’s stated purpose reflects a comprehensive instructional design rather than a supplemental design.

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 formative assessments and some summative assessments. However, summative assessments do not appear consistently throughout the supplemental program; therefore, the assessment system does not fully support the stated purpose of instructional decision-making and student progression within the program. In the level 3 Scope & Sequence Assessments, assessment titles identify pre- and post-assessments that support instructional planning and student placement decisions. The materials include formative assessments designed to monitor student progress and support educator decisions related to instructional sequencing and foundational literacy skill development within the supplemental program.

Conversely, the initial nine weeks of instruction do not include summative assessments. For example, students’ introduction to the grade 2 supplemental program involves engaging with the level 3 advanced phonics book, which does not provide summative assessments. Therefore educators cannot use summative data to determine which students are ready to progress to the level 4 phonics book.

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 do not include guidance to ensure consistent and accurate administration of instructional assessments. Though assessment 11 “Ruling R” in the level 3 assessments includes assessment directions, scoring opportunities, and assessment tasks aligned to foundational phonics skills, 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 the Level 4 Assessments Instructions for Teachers include assessment administration procedures and directions aligned to increasingly complex phonics features within instruction. Again, however, they do not tell educators how long to wait before prompting student responses or how these prompted responses affect scoring. As a result, educators may prompt students inconsistently during assessments.

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). The level 4 assessments demonstrate increasing complexity through progression from syllable rules, new sounds, pop words, and special rules to new skills applied within connected texts (fluency paragraphs). These assessment items support educators’ understanding of how well students decode during the program.

The Teacher’s Handbook, level 3b, “More Advanced Sounds” section progresses from decoding words with the digraph ‘oo’ to spelling those words using letter tiles, followed by a dictation assessment. 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 materials do not provide information that ensures accurate assessment scoring. For example, assessment A of the level 4 assessments includes individual and class record sheets where educators can record student responses and identify areas of difficulty. However, the materials do not provide sufficient guidance for interpreting student performance.

Additionally, the level 4 assessments do not include exemplar analyses, performance expectations, or instructional implications guidance for interpretation. Educators must use their own judgment to identify patterns or trends in assessment outcomes, without adequate support from the materials.

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

The supplemental program includes assessment tools for recording student foundational skills mastery. The level 3 Scope & Sequence Assessments include a scoring chart where educators can identify student errors and record performance data and areas of student difficulty. The materials also include assessment procedures. However, they do not explain how educators should respond to student data. For example, the level 3a Scope & Sequence Pre/Post Assessment provides space to record which skills students have mastered and which require more practice, but it does not include suggested activities or lessons for students who may need further instruction.

The program does not provide sufficient guidance for educators to respond to trends in student performance. For example, the level 4 “Assessments Instructions for Teachers” section does not include reteaching recommendations, intervention guidance, grouping strategies, or explicit instructional next steps tied to assessment results. As a result, educators must independently determine how to address identified student needs.

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

The reporting tools do not collect or share datasets that allow educators to track growth over time or across related concepts. For instance, the level 4 progress chart and level 4 assessments include individual summary pages per assessment, with space to record mastery or progress on isolated skills or activities for individual students; they do not allow for capturing student performance over time.

The materials do not include tools for students to monitor their growth. For example, the Level 4 Progress Chart includes a tracker aimed at helping families motivate students. Each time students read a book, they can fill in a circle to “celebrate.” Though this tool allows students to track their progress, it does not measure their growth and is limited to capturing progress on only one focus area within the program (reading).

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 33 “More Sounds: oo” section of the ReadBright Lesson Library, parts 2–10, a “NOTE: Differentiation” label indicates specific suggestions for responding to students who struggle with sound pronunciations and reading words with vowel teams. Sample guidance includes “Provide students with a visual anchor (the oo - zoo picture hint) on their desk. If they struggle to read the word, allow them to read it with a partner in their row.”

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 34 “More Sounds” section of the ReadBright Lesson Library provides educator guidance for differentiated instructional support through scaffolded word-mapping activities aligned to the lesson objective. The differentiation notes direct educators to guide students in orally segmenting sounds and explicitly connecting phonemes to spelling patterns within mapped words before students independently complete the activity. These differentiation supports are integrated in the instructional routine and connect to the literacy skill being taught.

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, within the unit 33 “More Sounds: oo (/oo/ as in zoo)” section of the ReadBright Lesson Library, day 5 includes educator guidance with modification suggestions for students who have already mastered words with the /oo/ sound. These suggestions, which include the “NOTE: Differentiation” label, indicate how educators should respond to students who have demonstrated mastery of these named skills. Sample guidance includes “For advanced students, ask them to use the word in a sentence.”

Lessons also include information on extending literacy instruction for students who have demonstrated proficiency in grade-level decoding skills. For example, the unit 11 “Consonant Digraphs wh & qu” section of the ReadBright Lesson Library includes differentiation notes directing educators to ask students to use decoded words within original sentences after they accurately read the target phonics patterns. This extension activity requires students to apply advanced phonics patterns within oral language and connected language application beyond isolated word reading.

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

The materials do not offer consistent guidance on supplemental program features for students receiving special education supports and services. For instance, within the unit 34 “More Sounds: Pop Words” section of the ReadBright Lesson Library, part 3 includes suggested modifications for students who are or are not meeting grade-level proficiency in reading high-frequency words with the /ou/ sound. These suggestions are clearly labeled “NOTE: Differentiation” and include guidance statements for struggling and advanced students. However, the materials omit guidance for supporting students receiving special education supports and services.

The materials do not reference specially designed instruction, accommodations, or individualized supports aligned to special education service requirements. For example, in the unit 38 “More Sounds: (/aw/)” section of the ReadBright Lesson Library, sample differentiation guidance states, “For students struggling with tracking, provide a template with boxes (Elkonin boxes) so they know exactly where to place each letter tile, reminding them that aw goes in one box.” As evidenced by the broad phrase “students struggling with tracking,” the materials do not clearly distinguish differentiation supports for students receiving special education programming.

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 33 “More Sounds: oo” phonics instruction section of the ReadBright Lesson Library, parts 2–10 include scripted language (“Today we’re going to practice our phonics skills. We’re learning about oo which says /oo/”), facilitation guidance (“Teacher flashes sound cards quickly. Include all consonants, vowels, digraphs, sticky sounds, long vowel teams”), and student prompts. (“What sound does oo make? Whisper it with me.”)

Furthermore, in the Teacher’s Handbook, level 3a, “Ruling R Advanced,” the materials provide explicit guidance for modeling and explaining the target vowel pattern ( r-controlled). One lesson directs educators to say, “When an r comes after a vowel, it is called: Ruling R. It is like a king who makes commands and rules over the vowel that comes before it.” Teachers then model the concept by having students repeat the letter pair, the picture keyword, and the corresponding sound.

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 program lessons. The lessons typically begin with educators introducing a concept and modeling a phonics routine. They then 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 38 “More Sounds” section of the ReadBright Lesson Library includes daily scripts of the phonics routines 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, in the Teacher’s Handbook, level 3a, “Ruling R,” sample lessons guide educators to facilitate literacy instruction through discussion, questioning, prediction, and comprehension activities. Before reading, educators activate background knowledge and guide students in making predictions. (“What do you think the children are going to do in this story?”) During reading, educators use discussion prompts and follow-up questions to support comprehension and student engagement.

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 lack consistent guidance on structures for effective lesson implementation. The ReadBright Lesson Library User Guide provides guidance for accessing lesson components and understanding how the program organizes instructional resources. For example, the guide explains lesson structure and tells educators where to find scripts, instructional routines, and lesson materials. However, the guide generally 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. The unit 37 “More Sounds (ew, ue, ui, oo (/oo/)” section of the ReadBright Lesson Library includes a note guiding educators to work in a small group with students who need support. However, most lessons do not include guidance for small group or individualized instruction. 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: out, ow (/ou/ as in out)” section of the ReadBright Lesson Library, parts 3 and 5 include a differentiation section with general guidance related to speaking: “Guide students to verbally segment the sounds first before touching materials. Offer a sentence frame for identifying the heart part.” However, the guidance is for any student who may benefit from additional support; it is not designed to address the specific 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: 3a Ruling R, decodable reader lessons include structured discussion routines that encourage students to use academic language. Educators ask questions at the prediction, inference, and comprehension level and facilitate student responses during reading activities. These routines support speaking and listening opportunities connected to literacy content and invite students to explain their thinking using lesson vocabulary. While the routines support academic language use, the guidance is not differentiated according to language proficiency and includes no linguistic accommodations designed to support students in using more academic language.

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’s introductory material does not describe or suggest any state-approved bilingual and ESL program models. The In-Depth Teacher’s Program Guide explains that ReadBright is “grounded in various theoretical models that support how children acquire literacy.” The guide notes that the following models support its design: Simple View of Reading (Gough & Tunmer, 1986), Scarborough’s Reading Rope (2001), systematic sequencing (Moats, 2020), and Ehri’s Phases of Word-Reading Development (1996). These models support all students with monolingual literacy acquisition, but they do not offer any educator guidance or tools for effectively implementing bilingual or ESL classroom instruction.

In unit 33 of the ReadBright Lesson Library, differentiation guidance states, “For students needing concrete support or English Learners, play an audio recording of a rooster crowing. Physically demonstrate flapping wings while saying the word to make the vocabulary concrete.” This type of differentiation guidance relates to the lesson’s content and acknowledges emergent bilingual students, but overall the materials do not mention how to support emergent bilingual students within a state-approved program.

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

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

Evaluation for 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 3a, “Ruling R,” a set of drills begins by asking students to blend and segment phonemes in words with and without digraphs and blends. The second drill shifts to deleting onset and rime, a less complex phonological awareness skill involving larger units of sound. The third drill returns to the more complex task of phoneme substitution. This sequence does not demonstrate a consistent progression from larger to smaller units of sound.

The Teacher’s Handbook, level 3b, shows a similar pattern. In drill 1 of unit 5, “ou, ow,” students blend and segment individual sounds in words with and without digraphs and blends, a phoneme-level skill. Drill 2 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 initial sounds with and without digraphs and blends. Drill 4 continues with sound-deletion activities. Here again, phonological awareness skills do not follow a consistent developmental sequence, and there is no apparent 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 in the unit 31 “Ruling R: or (/or/)” section of the ReadBright Lesson Library, parts 2–4, provide direct educator guidance on how to model phoneme manipulation using a gradual release structure. The lesson includes an “I Do” script in which educators model deleting onsets of a word, stating, “I am going to ask you to say a word and then say it again, but don’t say the beginning sound. Watch me. Say torn...torn...without /t/...is /orn/! Your turn!” The lesson then transitions to a “We Do” component in which students delete a word’s onset with educator support before independently applying the skill. This guidance provides modeling, guided practice, and independent practice opportunities for manipulating phonemes.

Beyond initial instruction, the materials include explicit educator guidance on corrective feedback for students during phoneme segmentation. For example, in the unit 35 “More Sounds: oi, oy (/oi/)” section of the ReadBright Lesson Library, part 4 states, “If a student says the letter names, say: ‘Listen. I hear letter names. We are listening for the sounds. Say the sounds: /v/…/oi/…/d/.’” Here and elsewhere, educators get phonological and phonemic awareness instructional guidance including 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 4 “oo (zoo)” section of the Teacher’s Handbook, level 3b, “More Sounds,” introduces and practices blending and segmenting phonemes in words with and without digraphs and blends so students get multiple opportunities to apply the learning. For example, educators ask students to put sounds together to make a word. After this practice, the roles reverse: educators say the word, and students segment the word. These practice routines offer students multiple opportunities to apply new learning after direct phonemic awareness instruction.

As grade 2 students advance throughout the program, the materials include similar cumulative phonological and phonemic awareness practice opportunities. For instance, in unit 34, “ou, ow,” in 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. They also delete onset and rime, delete final sounds, and substitute sounds in words that review previously taught patterns. Again, these practice routines offer multiple opportunities for students to apply new learning after 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 instruction focused on previously learned skills. For instance, in unit 35, “More Sounds: oi, oy (/oi/),” students first learn the diphthongs oi and oy, and then they build on their learning by practicing phoneme deletion with these diphthongs. Educators say the word boil and model deleting the beginning sound. After students practice, the lesson progresses to final phoneme deletion. This helps solidify students’ knowledge of phoneme manipulation.

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 2 scope and sequence outlines sound-spelling patterns in a progression from simpler, more common patterns to more complex, less frequent ones. For example, units 1–3 of the Teacher’s Handbook, level 3a, “Advanced Ruling R” focus on the r-controlled vowel sound-spelling patterns, and units 4–9 have students practice decoding vowel digraphs and diphthongs within phonics readers. This sequence demonstrates a systematic progression of sound-spelling pattern instruction across the program.

The level 4 Teacher’s Handbook Program Overview offers more evidence of a systematic skills progression. Sample materials focus on new skills including decoding multisyllabic words and learning higher-level phonetic sounds. The overview explains that each unit teaches a syllable rule, a phonetic sound, and high-frequency words. The sequence begins with less complex skills, such as suffixes and compound words, and then progresses to VCCV syllable division, additional suffixes, vowel combinations, and other more advanced multisyllabic word structures. This shows that the program introduces sound-spelling patterns in a planned sequence that builds in complexity.

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 31 “Ruling R: or (/or/)” section of the ReadBright Lesson Library includes direct educator guidance and modeling for decoding words containing the target sound-spelling pattern. For instance: “First, I find the vowel sound. I see or, so I know the vowel sound is /or/. Now I will tap under each sound card and say each sound out loud. Then I will blend the sounds together to read the whole word. Watch and listen carefully.” After this, educators lead students in guided practice, and then students have additional practice opportunities. For example, guidance directs teachers to play a game called “Unscramble” stating, “When I say ‘Start’, unscramble your word and write it on your board or index card. Remember, every word must have the ‘or’ sound in it.” 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 36 “More Sounds: oo (look)” section of the ReadBright Lesson Library, the “Daily Lists” component provides encoding routines. During dictation, students write the sound /oo/ as in look, spell words with the oo sound-spelling pattern, and write sentences. During word chaining, educators model encoding words with the /oo/ sound using letter tiles. Afterward, students practice building and spelling oo words following a similar format.

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.

In the Advanced Student Workbook, level 3, students practice previously taught sound-spelling patterns in isolated tasks. The sequence includes r-controlled vowels and advanced sound patterns. Students apply current and previously taught sound-spelling patterns across mixed practice rather than practicing only the newest pattern. They read, mark, sort, or otherwise apply sound-spelling patterns in isolation, which supports automatic recognition of patterns across the program.

In unit 1 of the ReadBright Transition Workbook, students apply concepts they learned in earlier levels before beginning new learning. The scope and sequence provides cumulative review of previously taught sound-spelling patterns, including CVC words, digraphs, CVCe words, blends, vowel teams, suffixes, and syllable patterns. Students decode words in isolation by marking and reading short-vowel words and words with digraphs. They encode words in isolation by spelling the correct word under matching pictures.

The materials ask students to apply similarly taught patterns in connected text by reading sentences. Students cumulatively practice previously taught sound-spelling patterns through isolated decoding, isolated encoding, and controlled connected-text practice to develop automaticity.

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

Within the unit 1 “Ruling R ar” section of the Advanced Teacher’s Handbook, level 3a, students practice only sound-spelling patterns they previously learned. Educators introduce the r-controlled ar sound-spelling pattern using picture hints, sound cards, and sentences. Following explicit instruction, students apply the pattern during decoding activities. For example, in a “mark the word” activity, students circle ar, say the sound, and read words containing the sound. Students apply both the ar pattern and previously taught patterns when reading words.

Additionally, students practice encoding only sound-spelling patterns they previously learned. For example, in the unit 1 “Ruling R ar” section of the Advanced Teacher’s Handbook, level 3a, students apply the current ar pattern and previously taught patterns during various activities, such as dictation and word chains.

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 2 scope and sequence shows when the program introduces high-frequency words, called pop words, and aligns them with the phonics sequence. However, the scope and sequence does not identify a research-based source for the high-frequency words or outline a logical progression from simpler, more regular patterns to more irregular, less frequent ones. For example, the unit 1 high-frequency words again and open come from the grade 1 Dolch word list. The word there appears later in the scope and sequence, although it comes from the primer Dolch word list. This shows that rather than following a systematic progression, the program intermingles high-frequency words from different Dolch levels.

Additionally, the ReadBright scope and sequence includes 89 grade 2 high-frequency words, 60 of which are on the Fry or Dolch high-frequency word lists for grade 2 students. For example, words such as says, never, and above appear on the Fry or Dolch lists, but other program words, including thorough and excited, are not.

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.

Students cumulatively practice decoding high-frequency words within decodable connected text. For example, the Advanced Teacher’s Handbook, level 3b, includes decodable readers that use high-frequency words in context. With program guidance, educators activate background knowledge, introduce the story, support the first and second readings, and promote comprehension through questions as students read the text.

The materials also provide cumulative practice in encoding high-frequency words in isolation. For example, in the dictation section, educators guide students to encode the words than, school, and goes. Students then write dictated sentences that incorporate high-frequency words from the current lesson and previously taught lessons. This sequence provides cumulative encoding practice with high-frequency words.

Conversely, the materials do not consistently offer cumulative practice in decoding high-frequency words in isolation. For example, within the Teacher’s Handbook, level 4, students apply their knowledge of high-frequency words while reading the decodable reader “You Just Need to Try.” Although educators review words such as always, friends, and work, the cumulative review does not consistently include all high-frequency words from the lessons. For instance, the word friends is reviewed multiple times, but again is reviewed only once.

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

The unit 30 “Ruling R: ar” section of the ReadBright Lesson Library provides decoding practice only with regular and irregular high-frequency words students have learned. After educators introduce again, their, and open, students practice reading the words as a group.

Additionally, students practice encoding only high-frequency words they have learned. For example, on day 3 of unit 30, “Ruling R: ar,” students engage in word mapping with the high-frequency word their by identifying the sounds /th/ and /air/, writing the spellings th and eir, and marking ei as the irregular, or “heart,” part. Students then map their by writing and marking the letters that correspond to each sound using Elkonin boxes and counters. This demonstrates 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 2 scope and sequence does not outline syllable types in a progression from simpler, more common syllable types to more complex, less frequent ones. According to the ReadBright scope and sequence, grade 2 begins with level 3 advanced, in which instruction focuses on r-controlled syllables and vowel-team syllables, followed by level 4, which emphasizes affixes and syllable division principles. The grade 2 materials do not identify explicit instruction or review of previously introduced closed, open, and VCe syllable types before these more advanced concepts.

The materials do not present syllable division principles in a systematic progression. In the Teacher’s Handbook, level 4, the syllable division overview introduces suffixes, compound words, VCCV and VCV patterns, y at the end of a word, consonant-le, prefixes, and CVVC words. The overview lists the syllable division principles in level 4 but does not present them in an instructional sequence that begins with foundational patterns before introducing more complex applications. For example, suffixes and compound words appear before VCCV and VCV syllable division patterns.

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

The materials provide direct instruction in encoding one-syllable words, but they do not provide explicit instruction in encoding multisyllabic words. For example, within the unit 33 “More Sounds: oo (/oo/ as in zoo)” section of the ReadBright Lesson Library, parts 3-4 of the word-chaining guidance directs educators to use letters on the board to spell the word cool. The educator script states, “Watch me first. I’m going to show you how to do Word Chains on the board. We use our sound cards to build words and then change just one sound to make a new word…My first word is cool. I hear the sound /c/ /oo/ /l/. I will find the letter for /c/, then /oo/, then /l/…Now I have the letters c, oo, l. Let’s sound out this word together. My turn first: /c/ /oo/ /l/–cool. Now, let’s all blend it. Ready?” In guided practice, students encode additional one-syllable words with /oo/ through word chaining. Although students spell multisyllabic words during dictation activities, the materials do not provide educator modeling or explicit instruction that demonstrates how to encode multisyllabic words before students practice independently.

The materials do provide direct instruction in decoding one-syllable and multisyllabic words. For example, during instruction on r-controlled vowels, the educator script states, “My turn. First, I find the vowel sound. I see ar, so I know the vowel sound is /ar/. Now I will tap under each sound card and say each sound out loud. Then I will blend the sounds together to read the whole word. Watch and listen carefully. /c/ (tap) /ar/ (tap)... Now I blend them smoothly: /c/-/ar/... car! I read the word car.” Additionally, unit 6 in the Teacher’s Handbook, level 4, provides clear instruction in decoding words with final stable syllables by stating the rule, offering pronunciation guidance, and supporting correct pronunciation by showing students where to divide syllables. Student-facing materials include sample words for educators to use in the model and explanation.

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

The materials provide cumulative opportunities for students to practice decoding one-syllable and multisyllabic words in isolation. For example, in the phonics instruction section of the Advanced Teacher’s Handbook, level 3a, students practice reading one-syllable words with the ar pattern while reviewing previously taught phonics patterns. In a corresponding activity in the Advanced Student Workbook, level 3, students decode multisyllabic words in isolation by dividing words into syllables and applying previously taught spelling patterns.

Additionally, the materials provide cumulative opportunities for students to practice decoding one-syllable and multisyllabic words in decodable connected text. For instance, within unit 6 of the Advanced Teacher’s Handbook, level 3b, students read the decodable text “Roy Joins the Game,” which includes both current spelling patterns 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, the daily lists and word chains in unit 5 of the Teacher’s Handbook, level 2a, focus on the ou and ow spelling patterns, and students do dictation exercises and practice spelling newly taught words while reviewing previously taught one-syllable and multisyllabic words with r-controlled patterns.

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. The Teacher’s Handbook, level 3a, “Advanced Ruling R” introduces syllable division rules before students apply them during practice. The “Syllable Division Rules” section teaches students to divide words before a suffix, between the two words in a compound word, and between two consonants in VCCV words. After this explicit instruction, students apply these principles by dividing suffix words, compound words, and VCCV words. Student practice is limited to syllable division principles they have learned.

Additionally, students practice decoding and encoding words using only syllable types and syllable division principles they previously learned. For example, in unit 5 of the Teacher’s Handbook, level 3b, students read the decodable text “A Day in Clownland,” which includes words with current and previously taught phonics patterns. During the encoding portion of the lesson, students spell words with syllable types and spelling patterns they learned earlier in the program. As this demonstrates, the materials provide a controlled sequence of encoding practice in which students apply only familiar syllable types and syllable division principles rather than untaught skills.

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 2 pathway includes level 3 advanced and level 4, which introduce morphology-related skills in a systematic progression from simpler, more common units of meaning to more complex, less frequent ones. In level 3 advanced, students review and apply inflectional suffixes while continuing to work with compound words. Level 4 begins with additional review of common suffixes and then introduces derivational suffixes. Later units introduce common prefixes, followed by words that combine prefixes and suffixes.

Additionally, the In-Depth Teacher’s Program Guide outlines a systematic progression for introducing morphemes. Level 3 advanced covers previously taught morphology concepts and prepares students for more advanced morphology instruction in level 4. Level 4 introduces additional suffixes before moving to prefixes, words containing both prefixes and suffixes, and finally the suffix -able after students have practiced earlier affixes.

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, unit 7 of the Teacher’s Handbook, level 4, offers educator guidance and modeling for prefixes. The lesson introduces and gives meanings for the prefixes pre-, re-, un-, dis-, and mis-. Educators model words with the prefixes before students apply the same process with additional words and match words with prefixes to their meanings.

Additionally, the materials provide explicit instruction on other morphological skills. For example, unit 1 of the Teacher’s Handbook, level 4, guides educators to teach the spelling rule for dropping the final e before adding a suffix. The lesson includes educator modeling, explanations of the spelling rule, and examples showing how adding a suffix changes the base word. Educators model adding suffixes before guiding students to apply the same process with additional examples. Students then practice the skill by selecting the correctly spelled word from two choices and applying the rule independently by writing words with the appropriate 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 unit 1 of the Teacher’s Handbook, level 4, students determine which words are correctly divided and match words to the appropriate syllable division character. The activity includes compound words and words containing both current and previously taught morphemes. Students apply multiple previously taught morphological patterns while practicing words in isolation.

Students also apply previously taught morphological skills in decodable connected text. For example, in unit 1 of the Advanced Teacher’s Handbook: level 3a, “Ruling R,” students read the decodable readers “A Hunt on the Farm” and “Martin’s Plants,” which provide cumulative practice with previously taught morphological skills. Students apply previously taught morphological patterns as well as practicing current phonics skills. These activities provide repeated opportunities to practice morphological skills in isolation before applying them in connected text to support automaticity.

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

Students practice only with morphemes they have learned. For example, in the Teacher’s Handbook, level 4, educators teach and review vowel suffixes (called swinging suffixes) and consonant suffixes (called nonswinging suffixes) before students apply them in practice in the Student Workbook. Students apply only explicitly taught suffixes through identifying, sorting, and building words.

In the “Syllable Division Rules” section of the Teacher’s Handbook, level 3a, “Advanced Ruling R,” students review the rules for dividing words before suffixes and between the two words in compound words. Following this review, students apply taught morphemes by dividing words with suffixes and compound words. Again, student practice includes only morphemes they have learned.