ReadBright Phonics, Grade K

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).

In the ReadBright Supplemental Guide, the “ReadBright as a Supplemental Phonics Program” section explains that the program offers supplemental instruction designed to enhance tier 1 instruction. For example, the guide notes that the program’s routines and student resources can reinforce foundational literacy skills instruction in the core program, building 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. 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 select from these program components to reinforce specific skills within their existing instruction without replacing the 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. For example, the ABC Reading Activity Book Program Guide: Part 1, tells educators how to use the program’s seven daily components to teach the alphabet and how to adjust instructional time for students who need remediation or acceleration. It also suggests contacting curriculum specialists for support with implementation.

The “Strategic Adaptations for the Tier 1 Classroom: Kindergarten” section of the ReadBright Supplemental Guide helps educators select ReadBright components that correspond with core-program skills instruction. For example, the “ABC Mastery: The ‘Sound & Formation’ Integration” suggests that educators examine the sequence of letter instruction in both the core and supplemental programs. Educators can then select ReadBright lessons for the letters addressed through tier 1 instruction. The section also recommends using ReadBright student workbook pages to give students independent or collaborative practice with concepts they learned through the core curriculum.

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 that outlines the program skills and provides a rationale for its design. The scope lists all units, 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 on each other across the grade levels.

Furthermore, the scope and sequence comprehensively outlines student expectations. For example, the “Kindergarten TEKS Alignment” section identifies the TEKS for phonological awareness and lists the program components aligned with each skill.

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

The ABC Reading Activity Book Program Guide: Part 1, includes suggestions for pacing as well as multiple options for weekly phonics routines, and it allows educators to choose a four- or five-day schedule. Additionally, the Phonemic Awareness Teacher’s Edition: Book 1, provides an overview of the scope and sequence and recommends how long to spend teaching each skill. The “Pacing for Supplemental Usage” section provides three pacing models based on student needs: a responsive model (targeted support), a condensed small-group model (consistent intervention), and an aligned curriculum model (yearlong coverage).

The materials provide guidance on time requirements across the grade K program. The In-Depth Teacher’s Program Guide includes scheduling options that specify durations for each lesson component. For example, the guide recommends 20 minutes for high-frequency word (pop word) instruction and five minutes for phonological awareness development. Additionally, the “Pacing for Supplemental Usage” section identifies which “sound and formation” routines and early CVC blending skills educators should prioritize and specifies the instructional time for each component within a 30-minute remedial block.

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 explains the program’s design and resources. For example, the guide describes the Phonological Awareness Teacher’s Tool Kit, which includes a scaffolded hierarchy of lessons and activities aimed at developing phonological awareness skills. The guide also identifies educator and student resources, such as USB-based educator and student materials, audio songs, student printouts, and educator printouts. The ReadBright Supplemental Guide further explains how educators can use the program to address specific instructional needs as a supplement to the core curriculum.

The ReadBright Supplemental Guide provides guidance on using program resources in different instructional settings. The “Strategic Adaptations for the Tier 1 Classroom: Kindergarten” section includes recommendations for incorporating resources and routines (such as mouth formation, air writing, ABC lessons, student workbooks, “kid in the middle,” and high-frequency word instruction) into existing classroom instruction. For example, educators can use workbook pages after tier 1 instruction to give students additional practice, either independently or with peers. The “ReadBright as a Small Group Tool” section provides further guidance for using program components with students who need support with particular skills. Educators can combine resources such as phonemic awareness drills, sound and tap, dictation, decodable texts, workbook pages, songs, printouts, charts, and posters to fit small groups’ needs. The guide also provides options for structuring these resources within 10–15 minute targeted instruction sessions or a 30-minute 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 contain only English-language supports for families. For example, the ReadBright Homework Program includes a welcome letter that outlines supports (such as reading pages, fluency cards, homework and activity sheets) and includes a “How It Works” section with implementation guidance. Families also receive student-facing homework pages.

The materials do not contain Spanish-language supports for families. For example, a fluency passage from the level 1 homework program focuses on the short a phonics skill and includes English-only sentences 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 program’s instructional assessments provide both formative and summative assessment opportunities, meeting the program’s stated purpose. The In-Depth Teacher’s Program Guide provides guidance on summative assessments. For example, the level 1 assessments include the relevant grade K formative and summative assessments, focusing on skills such as letter names, letter sounds, targeted phonics skills, high-frequency (or pop) words, and fluency within paragraphs.

Additionally, in the ReadBright Lesson Library, phoneme segmentation and sound manipulation routines include embedded formative assessments. For instance, as students demonstrate mastery of foundational phonological awareness skills during guided practice activities, educators monitor their responses and skills application.

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

The materials do not give in-depth information about all instructional assessment types. For instance, in the In-Depth Teacher’s Program Guide, guidance on summative assessments simply indicates when to administer mid-unit and end-of-unit assessments and notes that their purpose is “to track the progress of students and to ensure that every student masters each skill.”

However, the materials do not clearly identify formative assessments. Educators observe student performance during guided practice, but the program does not call these routines formative assessments or tell educators how to use student performance data they gather. For example, within the ABC Reading Activity Book Program Guide: Part 1, daily ABC lesson routines include opportunities for students to independently practice foundational literacy skills during “You Do” activities. However, the program does not identify these as formative assessments, so educators must decide why they should administer 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 that educators administer assessments consistently and accurately. For example, the level 1 “Assessment 1: Vowel a” section does not specify how long educators should wait before prompting students, whether educators should score students’ prompted responses as correct or incorrect, or how educators should respond to incorrect student answers. This lack of clear administration may lead to inaccurate assessment administration.

Additionally, assessment content such as the level 1 Assessment for “ABC Name & Sound Mastery” section includes administration procedures aligned to foundational alphabetic knowledge skills. However, the materials do offer guidance on when educators should administer assessments within daily lessons during the year. As a result, educators may administer assessments inconsistently across instructional settings.

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

The instructional assessments include items that evaluate varying levels of complexity in the program. For example, in 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 phonological awareness assessments gradually increase in complexity; they begin with students identifying rhyming words and end with students substituting phonemes within three-phoneme words. The assessments help educators understand how well students decode over the course of the program.

Additionally, the level 1 scope and sequence assessments include encoding-focused assessment items that progress from reading sounds to reading and then spelling words. In the Teacher’s Edition Level 1a: Kid in the Middle, students take dictation and word-chain assessments focused on encoding short a words. These assessments help educators understand how well students encode throughout the program.

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

The level 1 assessments and the ReadBright Phonics Assessment & Progress Monitoring Handbook provide scoring forms, proficiency expectations, and standardized procedures to support accurate scoring. They include assessment scoring forms for educators to calculate scores and record student errors as well as proficiency expectations and standardized procedures for scoring student performance, standardized wait time and prompting rules, group dictation and encoding guidance, and more to establish consistent procedures during assessment administration.

The ReadBright Phonics Assessment & Progress Monitoring Handbook establishes proficiency ranges and diagnostic considerations to help educators analyze assessment results. “Section 3: Data Interpretation & Benchmark Framework” categorizes performance on decoding, encoding, pop word, and special rule tasks into three proficiency ranges: mastery/on-track for scores of 80–100 percent, strategic support needed for scores of 60–79 percent, and intensive intervention for scores below 60 percent. The section 4 “‘If-Then’ Remediation & Instructional Decision-Making Matrix” helps educators analyze skill challenges. For example, when students struggle with letter names, sounds, or vowel identification, educators consider whether students confuse letter names with sounds or lack automaticity. For phonics decoding challenges, 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.

The “If-Then Remediation & Instructional Decision-Making Matrix” in section 4 of the ReadBright Phonics Assessment & Progress Monitoring Handbook connects assessment focus areas to specific remedial activities and tasks. The matrix addresses foundational skills assessed throughout the program 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 based on assessment data. For example, when assessment data for “Letter Name/Sound Fluency & Vowel Identification” indicate that students lack automaticity, educators can add a one-minute letter/vowel drill to the beginning of daily dictation lessons. Matrix guidance identifies skills for targeted remediation, specific activities, and how to incorporate those activities 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.

The level 1 assessments include individual score sheets and class record sheets, enabling educators to record student performance on targeted literacy skills across assessment administrations. For example, educators can track student skills with the vowel a throughout the year to assess student progress. Additionally, the Phonological Awareness Program includes an assessment at the end of each section to monitor student progress in skills such as rhyming, word awareness, and syllable awareness. Educators can use class recording sheets to track individual skill growth and identify trends in student performance across the academic year.

The level 1 Progress Chart Tracker gives students tools to track their own progress and growth. The “Progress Tracking & Student Self-Assessment” section includes progress tracking, reflection, and goal-setting tools aligned to program learning objectives. In grade K, these charts allow students to track their progress and growth in literacy skills such as letter and letter-sound recognition.

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 offer differentiated instruction support for students who have not yet reached proficiency in grade-level literacy skills. For example, the unit 8 “Consonant Digraphs Phonics Instruction” section of the ReadBright Lesson Library suggests activities for students who have trouble with sound pronunciations and digraphs. These suggestions include a “NOTE: Differentiation” label. Sample guidance states, “If a student gives a thumbs down or seems unsure: ‘It looks like we might need to try that again. Remember, the letters ck work together to make one /k/ sound. Let’s try tapping and blending all the sounds again together.’”

Additionally, the materials include differentiated activities and embedded instructional supports for students who have not reached grade-level skills proficiency. For example, the unit 4 “Kid in the Middle (short u)” section of the ReadBright Lesson Library provides scaffolded decoding strategies, such as sound boxes for sound segmentation and repeated blending of target short-vowel words before independent practice. These embedded supports align to a lesson’s specific phonics skills.

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 include differentiated instruction for students who have demonstrated proficiency in grade-level skills during whole-group instruction. For example, the unit 29 “Final y as a vowel (/ē/ or /ī/)” section of the ReadBright Lesson Library includes modifications for students who have mastered high-frequency words. These include a “NOTE: Differentiation” label to indicate how educators should respond to students at different learning levels. Sample guidance for proficient students states, “After mapping, ask them to think of other words that end in y making the /ē/ sound (e.g., funny, baby).”

The “ReadBright Daily Lesson” routines in the In-Depth Teacher’s Program Guide extend learning for students who have demonstrated proficiency in foundational literacy skills. For instance, proficient students can complete additional fluency rereads and advanced encoding practice using cumulative phonics patterns introduced in previous lessons. Independent and partner activities 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.

In the ReadBright Differentiation Guide, the “Students Receiving Special Education Services” subsection suggests ReadBright routines to support student learning. The recommended routines aim to 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 a word’s sounds. The guide also suggests using sound and tap routines when students need a more concrete approach to blending; the “frog, turtle, and rabbit” tapping methods add movement to the decoding process.

Additionally, the “Instructional Decision-Making for Diverse Populations” guides educators to adjust ReadBright instruction in response to student performance. When progress-monitoring data indicates that students require intensive intervention, educators condense instruction into a 30-minute block focused on one phonological awareness drill, a sound and tap routine review, and targeted dictation practice. The guide connects other student challenges to specific ReadBright instructional practices as well. For example, educators can incorporate a brief letter/vowel drill when students confuse letter names and sounds or use 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.

The materials include explicit prompts to support educators as they model or explain lesson skills. For example, the unit 8 “Consonant Digraphs Phonics Instruction” section of the ReadBright Lesson Library includes scripted language (“Today we’re going to practice our phonics skills. We’re learning about the Digraph ck”), facilitation guidance (“Teacher flashes sound cards quickly. Be sure to include ALL vowels (a, e, i, o, u) and consonants”), and student prompts (“What sound does o make? Whisper it with me”).

Unit 2 of the Teacher’s Edition Level 3a, Ruling R Advanced, includes prompts and sample responses that guide educators to model reading comprehension skills. For example, during “A Bike Story,” educators ask “Where do you think the boy will go?” and “How do you know?” Sample answers help educators guide discussion and model thinking about the text. The lesson also includes prediction, inference, visual comprehension, and social-thinking prompts to support teacher-led modeling of comprehension processes.

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

The program’s educator-facing lesson plans offer a variety of instructional routines. Lessons typically begin with educators introducing a concept and modeling a phonics routine. Then they practice the routine with students. After that, partners may practice the modeled skill, or students may independently apply the skill. Each lesson plan, guidance is offered to the educator about how to best facilitate the instructional approaches. For example, the ABC Activity Book Program Guide: Part 1, includes descriptions of the phonics routines for each activity, ranging from sound cards to word chains.

Furthermore, lesson plans consistently include a variety of activities and educator guidance for all instructional approaches. For example, in the Teacher’s Edition Level 1b, educators teach a target phonics pattern by modeling the skill and then directing students to say the letters, picture keyword, and sound associated with the pattern. Then educators guide students through practice opportunities. Lessons also incorporate orthographic mapping activities in which students trace letters, identify sounds, and read words. All lessons feature a combination of educator modeling, guided practice, and active student participation.

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 include consistent guidance for effective lesson implementation. The ReadBright Lessons Library User Guide explains how to access lesson components and outlines how the program organizes instructional resources. For example, the guide explains the lesson structure and where to find educator scripts, instructional routines, and lesson materials. However, the guide does not recommend grouping structures for lessons or identify when activities should occur in whole group, small group, partner, or individual formats. Educators must independently determine which instructional structures best facilitate lesson activities.

The program does not explicitly label each component in the lesson cycle as whole group or individual. For example, in the ABC Reading Activity Book Program Guide: Part 1, program icons only sometimes indicate the recommended structure for lesson components. For instance, the “ABC Hint Song” lesson section includes program icons recommending both whole group and individual structures, but the “Letter Introduction” section of the same lesson does not include any program icons.

The materials also lack sufficient guidance for recommended program structures. For example, the “Classroom Centers” section of the In-Depth Teacher’s Program Guide includes the recommended number of students per center (between four and eight) and explains how to work at the center, but it does not offer guidance 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 (such as listening, speaking, reading, and writing), they do not provide guidance tailored to the linguistic needs of emergent bilingual students. For example, within the unit 2 “Kid in the Middle (short i)” section of the ReadBright Lesson Library, parts 4 and 7, a differentiation section includes this general guidance related to speaking: “Provide a sentence stem: ‘I think the girl will put the pit in the _____.’” However, the guidance is intended for any student who may benefit from additional support; it is not specifically designed to address the needs of emergent bilingual students.

The materials do not include explicitly differentiated guidance for two or more levels of language proficiency (such as pre-production, beginning, and intermediate) as defined by the ELPS. For example, in the Teacher’s Edition Level 1b: Digraphs, instructional routines require students to verbalize sounds, letter patterns, and words during phonics instruction. While these routines support oral language use within foundational literacy instruction, the guidance remains the same for all students; it is not differentiated according to language proficiency levels. The materials do not include linguistic accommodations to support students in using more academic language as their proficiency develops.

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 offers guidance on using ReadBright as part of a district’s ESL program and implementing ESL content-based and ESL pull-out models. Educators can coordinate with the Language Proficiency Assessment Committee (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 help students develop English-language skills while learning grade-level content. For example, the guide recommends the scaffolded vocabulary acquisition strategy, which uses the “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 their meanings before reading the words in context. The guide also suggests the contextualized mapping strategy, which extends high-frequency word, or pop word, practice to the current unit of study and incorporates word meaning and background knowledge into the routine.

The ReadBright Differentiation Guide also provides suggestions for incorporating ReadBright into pull-out instruction 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 explains 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 program offers a systematic sequence of phonological awareness instruction progressing from basic skills and larger units of sound to more complex skills and smaller units of sound. For example, the ReadBright scope and sequence directs educators to begin with rhyming and word awareness, followed by syllabication. Then they move on to phonemic awareness tasks. The Phonological Awareness Teacher’s Tool Kit: Book 1, includes a suggested schedule indicating how much time educators should spend on each skill.


In the Phonological Awareness Teacher’s Tool Kit: Book 2, students begin learning about rhyme. First, in the blue unit “Rhyming,” they determine whether two words rhyme. After they understand rhyming, students grasp the concept of words by counting the words in a sentence. Later, in the red unit “Compound Words,” students combine two syllables to form compound words and divide compound words into two syllables. Still later, they cement their syllabication development by moving from syllable identification to deleting syllables from two- and three-syllable words and identifying the remaining word.

In the Phonological Awareness Teacher’s Tool Kit: Book 3, students learn about words’ beginning sounds by isolating and articulating those sounds. After mastering initial sounds, they move on to final and then medial sounds. Then students advance to phonemic awareness development in the Phonological Awareness Teacher’s Tool Kit: Book 4. At the most complex stage of phonological awareness, students learn a sequence of skills ranging from blending onset and rime to manipulating phonemes through deletion and substitution.

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 include a systematic sequence of phonemic skills progressing from basic skills to more complex skills. The program is designed with a sequence of instruction and practice that moves from blending to segmenting to manipulating. For example, in the In-Depth Teacher’s Program Guide, the “Phonemic Awareness Drills” section directs educators to begin by identifying beginning sounds and conclude with manipulating phonemes.

The Phonological Awareness Teacher’s Tool Kit: Book 4, illustrates this progression in more detail. For instance, the “Phonemes Overview” identifies a planned sequence of phonemic awareness instruction. Lessons 1 and 2 blend onset and rime to form words. Lesson 3 introduces the concept of phonemes as the smallest units of sound in words. Lessons 4–10 guide students to blend two or three phonemes to form words. Lessons 11–20 progress to segmenting words into phonemes and counting phonemes in two- and three-phoneme words. Finally, lessons 21–31 cover manipulating phonemes through deletion and substitution. This progression supports a systematic sequence of phonemic awareness instruction.

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 explicit instruction in phonological awareness skills. Within the blue unit “Rhyming” section of the Phonological Awareness Teacher’s Tool Kit: Book 1, sample lessons demonstrate techniques such as using pictures to determine whether two words rhyme. Lesson 6 guidance includes the following think-aloud: “Watch as I show you and then you’ll try. Do these words rhyme? Big, dig, Big, dig. Yes, these words rhyme. Let’s try another example. Do these words rhyme? Bus, drive, Bus, drive. No, these words do not rhyme.” Afterward, educators gradually release students to practice the phonological skill using the same format.

Additionally, sample lessons within the Phonemic Awareness Teacher’s Edition: Book 3, direct educators to model articulating and producing the sounds in a word, using train cars to represent the sounds. Educators demonstrate adding a train car for each sound to illustrate phoneme segmentation before releasing students to practice the skill using the same format.

Beyond initial direct instruction, the materials include educator guidance on corrective feedback when students confuse the phonemes /k/ and /sh/ with the graphemes ck and sh. For example, the unit 8 “Consonant Digraphs ck & sh” section of the ReadBright Lesson Library states, “If students say the letter names, say, ‘We are saying the sounds, not the letters. The sounds in tick are /t/ /i/ /k/.’” The program’s phonological and phonemic awareness instruction includes clear educator 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.

Students do ongoing, spiraled practice after explicit phonological awareness instruction. The blue unit “Rhyming” section of the Phonological Awareness Teacher’s Tool Kit: Book 1, introduces rhyme discrimination and offers students multiple opportunities to apply the learning. For example, with educator supervision, students practice rhyming by looking at a row of pictures and picking two pictures that rhyme. Educators then release students to complete the remaining rhyming exercises independently. Lessons 9–13 build on each other, and lesson 14 offers cumulative review of rhyme discrimination. These practice routines offer students multiple opportunities to apply new learning after instruction.

The materials include progressive student practice of previously taught phonemic awareness skills along with new, related skills to help students make connections between skills. In the unit 17 “Suffix -ed” section of the Teacher’s Edition Level 1c, the first two drills introduce blending and segmenting phonemes in words with final blends. After instruction, students practice with the blends. The next two drills offer cumulative review. This mixed review supports students with previously taught skills practice as well as new skills instruction.

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

Students practice only phonological and phonemic awareness skills they previously learned. Sample student practice tasks include rhyme identification using images of one-syllable words taught in the current lesson or previous lessons. For example, in whole-group practice during lesson 2 of the blue unit “Rhyming,” students name the images on picture cards and say whether word pairs rhyme. In their workbook, students independently apply these skills by drawing a smiley or sad face next to each picture pair to indicate whether words rhyme.

Beyond sample rhyming guidance, every lesson includes phonological and phonemic awareness instruction with previously taught skills. For instance, a sample lesson in the Phonemic Awareness Teacher’s Edition: Book 2, develops students’ word awareness by using blocks to represent the individual words that make up a sentence. After saying a sentence and placing the blocks, educators count the words by tapping under each block. Afterward, students practice the skill with different sentences from their workbooks, following the same format. This helps solidify their knowledge of how words make up sentences.

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 K 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 Edition Level 1a, focuses on the short a sound-spelling pattern and has students practice CVC words in the phonics reader “On the Mat.” Later, unit 6 focuses on the suffix -s phonics skill and has students apply the pattern in CVCC words within the phonics reader “Hats, Caps, and Pans.” Students progress to more complex patterns, including double consonants, consonant digraphs, and beginning and ending blends. This sequence demonstrates a systematic progression of sound-spelling pattern instruction across the program.

Additionally, the materials begin with prereading skills and individual letter instruction before introducing short-vowel word patterns. For instance, the scope and sequence for the ABC Reading Activity Book Program Guide: Part 1, introduces letters and letter sounds first and then progresses to short vowels and cumulative review of short vowels. Later review includes suffixes and doubling final consonants.

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 4 “Kid in the Middle (Short u)” section of the ReadBright Lesson Library includes direct educator guidance and modeling for decoding words containing the target sound-spelling pattern. For instance, the text directs educators to say, “First, I find the vowel sound. I see u, so I know the vowel sound is /ŭ/. 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.” Educators then engage students in guided practice by tapping out the sounds and blending them to read the word. Later in the lesson, students have ongoing practice opportunities. For example, educators play a game called “Listen and Do,” stating, “I will say short vowel words. If the word has the /ŭ/ sound in it, you should pick up your hand and say: ‘up, up, /ŭ/.’” Afterward, educators repeat the exercise using a sample word list and scripted corrective feedback.

Additionally, in the Teacher’s Edition Level 1a: Kid in the Middle, students practice encoding routines such as dictation and word chains. For example, during dictation exercises, students encode short u words and write sentences as educators read them aloud. During word chaining, educators use letter tiles to model creating new words by changing, adding, or deleting letters.

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 cumulatively practice decoding words with sound-spelling patterns in isolation. For example, in the “Beginning Blends” section of the ABC Reading Activity Program Guide: Part 1, students do phonics and high-frequency word drills that involve reading words from a list. In units 4a and 4b of the guide, educators review short vowels a and i and the letters p and r, using sound cards to have students sound out words.

Students also practice decoding words using sound-spelling patterns with decodable connected text. For instance, in the “Phonetic Reader Lesson Plan” section of the Teacher’s Edition Level 1a, students practice applying their knowledge of short e by reading the decodable reader “A Jet for Ted.” Educators activate background knowledge, introduce the story, guide the first and second readings, and ask comprehension questions.

Finally, students practice encoding in isolation using word chains. Students use sound cards to build and change words in word chains (for example, changing tip to tin to pin to pan to ran to rat). Educator guidance includes the following encoding routine: “Say it. Sound it. Write it. Blend it.” Together, the program routines offer cumulative student practice in both decoding and encoding words in isolation and in decodable, connected text.

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

Student practice only previously taught sound-spelling patterns. In the unit 12 “Beginning Blends” section of the Teacher’s Edition Level 1c, the text guides educators to first define blends and then model the concept by tapping a drum for each sound within a consonant blend. After this instruction, students practice beginning blends in workbooks and classroom activities. For instance, in the “Lift the Sound” section, educators hand out blend cards and say a word, and then students identify the card containing the blend.

Additionally, students practice encoding only the sound-spelling patterns they have learned. For example, students write and build words with the beginning-blend pattern they just learned, as well as previously taught patterns, during dictation and word-chains activities. 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 K scope and sequence outlines high-frequency words in a progression from simpler, more regular patterns to more irregular, less frequent ones. The scope and sequence in the ABC Reading Activity Book Program Guide, Part 1, identifies the high-frequency words (or pop words) introduced across the program. This sequence demonstrates a systematic progression of high-frequency word instruction.

Most of the program’s high-frequency words are from the research-based Fry and Dolch word lists. For example, the ReadBright scope and sequence shows that units 1–13 of the grade K ABC program include 24 words from those lists, including words such as of, down, was, he, me, we, and she. 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 materials offer direct instruction in decoding words using regular and irregular high-frequency words. For instance, 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. 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. Next, educators engage students in guided practice by repeating the routine and reading the word aloud. Educators repeat the process as they introduce additional high-frequency words.

Additionally, each unit provides routines for encoding high-frequency words. For example, educators say a 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. This routine provides modeling and guided practice for encoding both regular and irregular high-frequency words.

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 materials provide cumulative practice in decoding regular and irregular high-frequency words in isolation. For example, in the Teacher’s Edition Level 1, students engage in high-frequency word drills by reading a list of words including has, you, was, and went. Two of the words are from previous lessons, and two are from the current lesson, so this routine provides cumulative practice with both familiar and newly introduced high-frequency words.

Additionally, the materials provide opportunities for students to practice decoding high-frequency words within decodable connected text. For example, the level 1 student workbook includes decodable readers that give students opportunities to apply previously taught high-frequency words in context. Educators activate background knowledge, introduce the story, support the first and second readings, and prompt comprehension through questions as students read connected text.

Finally, the materials provide cumulative practice in encoding high-frequency words in isolation. For example, in the “Encoding” section of unit 2, “Short i,” educators guide students in encoding the words I, and, have, and of. Students then write dictated sentences that incorporate the high-frequency words from the current lesson as well as previously taught words, such as the and a. 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.

The unit 1 “Short a” section of the Teacher’s Edition Level 1a, provides decoding practice with previously taught regular and irregular high-frequency words. Educators introduce a, the, is, and on, and 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 and within connected text.

Students practice encoding only previously taught high-frequency words. For example, in the “Jump with the Word” activity in the Teacher’s Handbook Level 1a, students select a flashcard containing one of the week’s high-frequency words. Educators then say one of the words, and the student who has that flashcard jumps up to spell and say the word. Because it incorporates previously taught words, the activity demonstrates the program’s controlled sequence of encoding practice.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.

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.

This guidance statement is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable or multisyllabic words.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list decoding and encoding 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.

This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.

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.

The guidance is not applicable to the program because TEKS for the grade level do not list morphemes.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list morphological skills.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list morphological skills.

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

This guidance is not applicable to the program because TEKS for the grade level do not list morphemes.