Program Information
Super Phonics, Grade K
ELAR: Phonics Kindergarten
IMRA 2025
Commissioner Rejected
Publisher: Essential Skills Software Inc.
Copyright: 2012
Series includes:
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS Student % | TEKS Teacher % | ELPS Student % | ELPS Teacher % |
|---|---|---|---|---|
| Kindergarten | N/A | N/A | N/A | N/A |
Criteria for Quality
Rubric Section 1
Implementation Quality
Total
7% (2 out of 28 points)
Evaluation for 1.1a
The Super Phonics kindergarten materials provide a "Scope and Sequence" listing the reading language arts concepts and skills taught throughout the program, including the following: "1. Alphabet, 2. Consonants, 3. Short Vowels, 4. Long Vowels, and 5. Consonant Blends." The "Scope and Sequence" is located in the "Assignments" section of the "Teacher Dashboard." The "Scope and Sequence" does not include any reference to the Texas Essential Knowledge and Skills (TEKS) or the English Language Proficiency Standards (ELPS).
Evaluation for 1.1b
The "Using the Program" section of the Online Manual suggests using the materials for 20–30 minutes at least three times per week, but it does not guide pacing instruction across the academic year. The materials do not provide teacher guidance on how to adjust the implementation based on different numbers of instructional days.
Evaluation for 1.1c
The kindergarten curriculum is divided into five main units accessible from the main menu. The materials lack a rationale for the sequence of the units. The materials do not contain a documented rationale for the sequence of units nor explain how concepts connect across the year. The materials do not have documentation or instructional guidance to explain how concepts build upon one another or how skills connect across different units within the program.
Evaluation for 1.1d
The "Assignments" section of the Online Manual states that each assignment includes specific modules for students to complete. Modules not included in the assignment are locked and shown in red. The materials do not provide steps, protocols, or expectations to guide teachers in unit or lesson internalization. The materials do not offer reflection questions, planning protocols, or lesson walkthroughs to guide instructional planning.
Evaluation for 1.1e
The materials provide instructional videos that focus on navigating the product and its technical functions. The Online Manual provides instructions for logging in, accessing data, managing users, and assigning lessons, but it does not contain instructional leadership support. The materials lack essential tools that instructional leaders need to support teachers with implementation. For example, they do not include protocols, coaching tools, observation guides, or professional learning resources.
Evaluation for 1.2a
The materials do not provide unit overviews that explain the unit's instructional significance or the rationale for unit progression. The materials do not include unit overviews that provide background information or explanations of key concepts, lists of academic vocabulary terms or definitions, or instructional goals. The kindergarten materials do not provide teacher-facing resources that deepen understanding of the content or instructional intent of the units.
Evaluation for 1.2b
The materials include one introductory "Family Letter" in English and Spanish under the "Resources" section of the website. The materials provide a general introductory letter to help families understand how to access the program from home. The materials do not provide ongoing, unit-specific guidance for families to support student learning and progress. The materials do not include communication tools or resources to maintain family engagement throughout the school year.
Evaluation for 1.3a
The program lacks comprehensive lesson plans containing objectives and guiding questions. The "Scope and Sequence" lists skills, but does not describe how to teach them through standards-aligned instruction. The materials lack detailed teacher directions or instructional steps to guide lesson delivery, and do not reference the TEKS or ELPS. The materials do not contain explicit tasks or student-facing activities outlined in a day-by-day format. The materials do not list required materials or resources to prepare teachers for instruction. The materials do not include formative or summative assessments, such as checks for understanding, exit tickets, or performance tasks.
Evaluation for 1.3b
The materials do not include lesson overviews or materials lists, which makes teachers' daily preparation unclear. The "Scope and Sequence" describes general skills, but does not support lesson planning with timing or material preparation.
Evaluation for 1.3c
The materials provide printable worksheets and practice tools, but do not guide teachers in how or when to use the tools for extended practice, such as homework, enrichment, or review. The materials include a spelling list generator as a tool for student word review, but do not explain how to use it within instruction or independent practice. The materials do not include teacher-facing guidance on the appropriate timing of usage, pacing, or grouping when assigning worksheets for homework or extension activities.
1.1 Intentional Instructional Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
2 out of 4 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
2 out of 4 points
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
0 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
0 out of 2 points
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
0 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
0 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
0 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
0 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
0 out of 2 points
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
0 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
0 out of 2 points
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
0 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
0 out of 2 points
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
0 out of 8 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
0 out of 8 points
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
0 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
0 out of 3 points
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
0 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
0 out of 1 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
35% (9 out of 26 points)
Evaluation for 2.1a
The materials include pre-assessments and post-assessments at the module level. The materials contain assessment tasks, which are skills checks. The assessments are limited in type and format. The materials do not include open-ended questions, performance tasks, or varied response formats. The materials do not include formative or summative assessments embedded within lessons. The materials do not provide daily checks for understanding, exit tickets, or instructional decision-making tools directly connected to lesson-level instruction.
Evaluation for 2.1b
The Online Manual and "Teacher Dashboard" define the purpose of the pre- and post-assessment, and explain how they are used to place students and track progress. The materials clearly explain the use of assessments to individualize instruction and monitor student improvement. The materials define the pretest as a placement tool to assign instructional modules based on performance. Teachers access two pretest options: one stops after a failed item and assigns all subsequent modules, while the other tests all modules and assigns only those that students do not master. The materials define the posttest as a progress monitoring tool to measure growth over time.
Evaluation for 2.1c
The "Teacher Dashboard" provides steps for selecting students and assigning pre- or post-assessments. The materials do not provide administration protocols to ensure consistent implementation across classrooms. The materials do not provide guidance on testing conditions, group size, pacing, or supports for diverse learners. The materials do not offer scripts, sample directions, or monitoring tips for administration fidelity. Instructional support is limited to the use of the platform.
Evaluation for 2.1d
The materials include diagnostic and post-assessments that are program-driven.
Evaluation for 2.1e
The assessment materials do not reference Bloom's taxonomy, Webb's Depth of Knowledge, or other complexity frameworks. Assessment items measure basic recall and skill identification, and do not demonstrate progression in rigor or challenge over time. Assessment items are uniform in format, and do not contain multi-step problems or items requiring application, analysis, or synthesis. The materials do not provide assessment items aligned to the TEKS.
Evaluation for 2.2a
The "Teacher Dashboard" provides reports on skill, unit, mastery, hotspot, and pretest and posttest results. Teachers access performance data over time to monitor individual and class growth. The materials lack rubrics, exemplars, or frameworks to help teachers make informed instructional decisions based on the data. The materials do not include specific guidance for interpreting student performance trends. The materials do not provide teachers with support for using data to plan differentiated instruction or interventions.
Evaluation for 2.2b
The program displays performance data through reports. The materials do not provide teacher guidance, instructional activities, or follow-up tasks for remediation or enrichment in response to assessment data. The materials do not provide teachers with tools to assign differentiated instruction based on assessment data.
Evaluation for 2.2c
The materials include multiple reports that teachers may use to track mastery, activity performance, and growth over time. Teachers can download or print reports for individual students or a full class. The materials offer pretest and posttest comparisons, skill-based tracking, and progress monitoring. The materials do not provide students with tools to track their own learning or set goals. Students receive visual rewards, such as stars, but are unable to view their cumulative performance history. The materials do not contain a student-facing dashboard or tools to support self-monitoring, reflection, or goal setting.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
4 out of 9 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
4 out of 9 points
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
2 out of 2 points
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
0 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
0 out of 2 points
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
2 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
2 out of 6 points
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
0 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
0 out of 2 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
0 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
0 out of 2 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
0% (0 out of 27 points)
Evaluation for 3.1a
The program assigns activities automatically based on pretest results when students score below 80 percent, but it does not include explicit teacher supports. Teachers do not receive reteach lessons, instructional notes, or intervention strategies to address specific learning gaps. The materials do not include step-by-step scaffolds or guidance for adapting instruction to meet diverse learner needs.
Evaluation for 3.1b
The program offers activities (such as Letter/Sound Matching and Word Sorting) only after students complete assignments, rather than before exposure to new vocabulary. The materials do not provide tools like vocabulary previews, in-text definitions, glossaries, or context clues to introduce or clarify unfamiliar words. The materials do not support the introduction of academic vocabulary, figurative language, or idiomatic expressions within lessons.
Evaluation for 3.1c
The program identifies students who have mastered certain modules, but does not offer enrichment tasks or advanced activities. Teachers do not receive resources or strategies to extend learning or deepen understanding for proficient students. The materials do not include opportunities for higher-order thinking, problem-solving, or application beyond grade-level expectations.
Evaluation for 3.2a
The program relies on independent, self-paced computer activities without teacher-led modeling or demonstration. The materials do not provide teacher scripts, sample language, or detailed steps for introducing new concepts. The materials do not include visual or verbal modeling strategies to show how to apply skills.
Evaluation for 3.2b
The program focuses on self-directed online practice and does not address different delivery methods. The program does not provide teachers with strategies for incorporating hands-on activities, discussions, or cooperative learning. The materials do not include suggestions for adapting lessons to different classroom settings or student needs.
Evaluation for 3.2c
The program emphasizes independent skill practice without offering guided or collaborative activities. The program does not provide teachers with guidance on structuring whole group, small group, or individual practice sessions. The materials do not include routines or recommendations for integrating various practice types into lessons.
Evaluation for 3.3a
The program does not reference or align with the ELPS. The program does not provide scaffolds, sentence frames, or language objectives to support teachers in developing students' academic language use. The materials do not include differentiated strategies based on student language proficiency.
Evaluation for 3.3b
The program does not reference bilingual or ESL instructional models or frameworks. The program does not provide scaffolds, sentence frames, or language objectives to support teachers in developing students' academic language use. The materials do not include strategies for integrating language development with content instruction.
Evaluation for 3.3c
The program does not provide prompts or activities to help teachers build students' academic vocabulary or oral language skills. The program does not include resources for connecting new learning to a student's first language. The materials do not support cross-linguistic analysis or structured opportunities for language transfer.
Evaluation for 3.3d
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
0 out of 3 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
0 out of 3 points
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
0 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
0 out of 2 points
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
0 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
0 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
0 out of 4 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
0 out of 4 points
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
0 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
0 out of 2 points
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
0 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
0 out of 3 points
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher 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.
Materials include teacher 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.
0 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher 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.
0 out of 2 points
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
0 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
0 out of 8 points
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
0 out of 0 points
Rubric Section 4
Learning Quality
Total
19% (6 out of 31 points)
Evaluation for 4.1a
The program begins with alphabet instruction and progresses through consonants, short vowels, long vowels, and consonant blends. The "Scope and Sequence" outlines the order in which students encounter phonics skills, ensuring consistent instructional progression. Students engage with skill-based activities that gradually increase in difficulty to reinforce mastery. The platform tracks student performance and requires 80 percent mastery of content before students progress to the next activity. The platform does not show evidence that every student progresses through a sequenced phonics skill progression from simple to complex; instead, the activities adapt to the results of the pre-assessment.
Evaluation for 4.1b
Students identify beginning and ending consonant sounds, work with blends and digraphs, and spell the sounds they hear. The program offers digital activities such as Hear and Match, Word Match, Rhyming Words, Word Families, and Spelling Bee to explicitly target specific phonics skills in isolation. Students repeatedly practice skills until they demonstrate mastery. The program uses visual feedback (e.g., gold stars) to show progress and motivate learners. Teachers implement the program consistently (e.g., 20–30 minutes, three times per week) to reinforce phonics instruction and provide ongoing practice opportunities. The materials include individual sentences for students to read and apply the phonics skill in context. These sentence-level activities offer limited contextual practice and do not serve as full decodable texts that support sustained, intentional reading development over time. The materials do not include decodable texts or passages, so students do not apply learned phonics skills in connected text or authentic reading contexts.
Evaluation for 4.2a
The program offers phonics activities in categories such as the alphabet, consonants, short vowels, long vowels, and consonant blends. Students complete tasks like Hear and Match, Flash Cards, Word Families, Spelling Bee, and Word Games to reinforce phonics skills. The program structures the activities for independent completion without teacher-led modeling or instructional scripts. The materials do not outline daily lesson plans or pacing guides to support consistent delivery of direct phonics instruction. Teachers do not receive instructional guidance or modeled examples to demonstrate phonics skills for students.
Evaluation for 4.2b
The materials provide independent student activities with automated feedback. The program displays color-coded progress bars and sound cues to show students whether their answers are correct or incorrect. Students receive immediate automated feedback during each activity, which encourages them to retry tasks until they achieve mastery. The materials do not provide teachers with guidance for delivering corrective feedback during instruction. The materials do not offer daily lessons that include explicit guided instruction for teacher-directed immediate or corrective feedback. The program lacks structured lesson plans or opportunities for teachers to guide students through phonics instruction in real time. Teachers do not receive support to lead small group or whole group instruction or to adjust instruction based on student responses.
Evaluation for 4.2c
The materials provide multiple opportunities for independent phonics practice to support individual skill development, including Hear and Match, Word Match, Flash Cards, and Sentence Building. Students complete digital tasks independently and receive instant feedback to track progress and reinforce learning. The platform encourages repeated practice until students reach the required mastery threshold of 80 percent. Teachers assign activities through the portal and monitor student performance, allowing for targeted independent practice. The materials do not include group tasks, peer collaboration structures, or partner-based phonics routines to support collaborative learning. The materials do not include daily lessons or a structured daily sequence to guide consistent phonics instruction.
Evaluation for 4.3a
The program allows students to revisit previously completed activities to reinforce mastery of phonics skills. Students must reach an 80 percent mastery threshold to progress through modules, ensuring repeated exposure to core concepts. Activities target individual skills such as the alphabet, consonants, vowels, and blends. The materials do not include structured spiral review lessons or cumulative review checkpoints across units.
Evaluation for 4.3b
Students begin assignments based on pre-assessment results rather than prior direct instruction. The program does not embed explicit instruction before assigning practice activities. The materials provide phonics practice activities before ensuring that students have received explicit instruction on those skills. The materials fail to connect practice tasks to teacher-led lessons or instructional modules. Students practice skills they have not yet been taught, which may lead to confusion or frustration.
Evaluation for 4.3c
Students engage in isolated phonics activities, such as matching, spelling, and sound recognition. The materials do not provide decodable texts or passages for reading application. The program lacks opportunities for students to apply multiple phonics skills in connected text. There is no evidence of reading tasks that reinforce phonics patterns cumulatively over time. The materials do not include decodable texts that support cumulative practice of previously taught phonics skills.
Evaluation for 4.3d
The materials offer practice in isolation, but do not integrate those skills into decodable or connected reading text. The program does not include structured lessons with an instructional focus, followed by decodable reading.
Evaluation for 4.4a
The materials provide a range of assessments suitable for kindergarten students to monitor their foundational reading development. The materials contain pretests, posttests, and mastery checks. The materials contain assessment tools that are integrated into the platform and automatically assigned to students based on their performance in the program. The assessments focus on letter recognition, sound blending, word families, and basic sentence reading, which is developmentally appropriate for kindergarten. The assessment design reflects an appropriate level of difficulty and pacing for early learners.
Evaluation for 4.4b
The materials include progress monitoring tools with limited alignment to grade-level phonics expectations. The "Teacher Dashboard" provides posttests, "Hot-spot Tracking," and "Mastery Reports." Teachers track student progress over time through repeated assessments. The materials contain assessment tools that are automated and updated in real time based on student performance. The assessment tools do not precisely align to the grade-specific phonics TEKS or skills. The reports provide data, but lack teacher interpretation support to ensure student phonics mastery.
Evaluation for 4.4c
Assessment tools are available throughout the year, but the materials lack guidance to support teachers' consistent use over time. Teachers assign pretests and posttests as needed. The program automatically tracks students' progress as they work through the curriculum. The materials do not contain a recommended pacing calendar or assessment schedule to provide teacher guidance on when, or how often, to assess throughout the year.
Evaluation for 4.5a
The materials include individual student data reports, but these do not support teachers' instructional decision-making or acceleration. The materials include reports for skill, activity, unit, hot spot, pretest, posttest, and mastery data. Teachers can access performance history for individual students, but the materials do not provide guidance on how to analyze or act on performance trends.
Evaluation for 4.5b
Teachers may view student data within the program, which shows individual performance. The data does not show aggregated class-level trends or class-wide patterns to support instructional planning. The materials do not provide classroom data reports that highlight any shared strengths or needs. The materials do not include tools to guide group interventions or instructional adjustments. Teachers must manually interpret individual data to infer class needs.
Evaluation for 4.5c
The materials do not provide pacing guidance or criteria for adjusting the frequency of progress monitoring. The materials do not include a risk-based monitoring model. The materials do not differentiate monitoring based on student need or proficiency, and do not support teachers in creating personalized monitoring schedules.
Evaluation for 4.5d
The materials provide performance data in reports, but do not include action steps for addressing learning gaps. The materials lack instructional guidance for using student data to accelerate learning or target mastery. The materials do not include strategies for reteaching or skill recovery. The materials do not guide teachers on how to adjust pacing or grouping based on data, and do not offer support for prioritizing instruction tied to assessed concepts.
4.1 Phonics Rule Compliance
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
1 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
1 out of 2 points
4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
1 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
1 out of 4 points
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
0 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
0 out of 1 points
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
0 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
0 out of 3 points
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
0 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
0 out of 4 points
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
1 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
1 out of 2 points
4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
Practice opportunities include only phonics skills that have been explicitly taught.
0 out of 1 points
Evaluation for 4.3b
Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
0 out of 1 points
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
0 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
0 out of 1 points
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
0 out of 2 points
Evaluation for 4.3d
Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
0 out of 2 points
4.4 Assessment
4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Evaluation for 4.4a
Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
1 out of 2 points
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
1 out of 2 points
4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
0 out of 1 points
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
0 out of 1 points
4.5 Progress Monitoring and Student Support
4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
0 out of 1 points
Evaluation for 4.5a
Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
0 out of 1 points
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
0 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
0 out of 2 points
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
0 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
0 out of 2 points
4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
0 out of 1 points
Evaluation for 4.5d
Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
0 out of 1 points
Rubric Section 5
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
11% (10 out of 95 points)
Evaluation for 5.B.1a
The program does not include explicit or systematic instructional guidance on developing oral language or oracy. The program does not provide teacher guidance for modeling language or facilitating oral responses. The program does not include guided practice activities to build speaking and listening skills. The program does not offer opportunities for coaching or providing feedback to support oral language development. The program does not include activities that promote student speaking, listening comprehension, or academic discussion. The program focuses solely on independent phonics tasks without supporting oral language growth.
Evaluation for 5.B.1b
The program does not include opportunities for social or academic communication. The program does not provide tasks for oral discussions, collaborative work, or peer interactions. The program does not offer activities for communicating with different purposes or audiences, but instead focuses entirely on independent digital practice without interaction. The program does not engage students in speaking, listening, or group communication activities.
Evaluation for 5.B.1c
The program requires students to listen and repeat without interaction or questioning. There are no authentic opportunities for students to listen actively or ask questions. The program does not engage students in discussions to understand or share information and ideas, and does not provide tasks for exchanging ideas or building meaning through conversation. The program focuses on individual practice and does not support social or collaborative learning.
Evaluation for 5.C.1a
The materials include activities that help students identify letters and match them to their corresponding sounds, such as letter matching and sound identification games. The materials do not provide a systematic, research-based sequence for introducing letter names and sounds. Instead, the materials allow students to choose letters in any order without a defined instructional path. The program does not include a documented "Scope and Sequence" outlining a clear progression for letter and sound introduction across lessons or units. The materials lack embedded mastery checks to ensure students have fully learned each letter and sound before introducing new content. The program does not include cumulative review opportunities or spiraled practice to reinforce previously taught letters and sounds consistently. The materials do not provide explicit teacher guidance or progress monitoring tools to support mastery before progression to more advanced phonics skills.
Evaluation for 5.C.1b
The materials provide activities that allow students to identify upper and lowercase letters and their corresponding sounds, but they do not guide teachers to deliver explicit (direct) instruction for these skills. The program offers independent tasks such as Sound Match, Learn the Alphabet, and Hear and Match, but it does not support teachers in explicitly teaching or developing student automaticity in letter-sound identification. The materials omit modeling strategies, teacher scripts, and structured lesson plans that help teachers provide explicit (direct) instruction for letter names and sounds. The program does not include systematic routines or cumulative review activities that help students develop automaticity in identifying the 26 letters of the alphabet and their sounds. The program does not provide progress monitoring tools or mastery checks to ensure students can automatically and accurately identify letter names and sounds before moving forward. The program does not provide teachers with explicit guidance or structured support for reinforcing automaticity in letter-sound identification through focused, repeated practice.
Evaluation for 5.C.1c
The materials include activities that help students identify upper and lowercase letters, including Learn the Alphabet, Hear and Match, and Sort the Alphabet. The activities do not teach letter formation. The materials do not guide teachers to provide explicit (direct) and systematic instruction for forming the 26 letters of the alphabet in upper and lowercase. The materials do not provide teachers with explicit (direct) instruction on how to model letter formation steps or provide visual or verbal cues for demonstrating how to write each letter. The materials do not include daily handwriting routines or structured practice pages that help students build fine-motor skills and handwriting fluency.
Evaluation for 5.C.1d
The program provides activities that help students develop alphabet knowledge in isolation, including Learn the Alphabet, Hear and Match, and Letter Match. The program offers activities that allow students to practice alphabet knowledge in isolation through sound matching, picture matching, and case sorting tasks. The program does not provide activities or resources that help students develop, practice, or reinforce (through cumulative review) alphabet knowledge in the context of meaningful print, such as decodable texts, environmental labels, or authentic reading experiences. The materials do not include cumulative review activities to reinforce alphabet knowledge in isolation over time. The program does not provide cumulative review opportunities to reinforce alphabet knowledge in meaningful print or guide students to apply letters and sounds in real reading or writing tasks.
Evaluation for 5.C.2a
The program includes activities that allow students to practice identifying initial, blend, and final sounds in isolation. The program includes Word Maker and Spelling Bee for isolated sound practice. The materials do not provide explicit instruction with teacher modeling, or clear step-by-step explanations for introducing letter-sound relationships. The program does not include decodable text or sentence-level activities for decoding practice. The program does not provide explicit tasks or instructions for students to encode words independently.
Evaluation for 5.C.2b
The materials include activities like Hear and Match and Word Maker for practicing phoneme-grapheme connections in isolation. The program does not include teacher modeling, step-by-step explanations, or scripts for connecting phonemes to letters. The program does not introduce letters in a systematic phoneme-to-grapheme sequence; students can choose sounds in any order in Word Maker and Sentences. The program does not require mastery before students move to new phoneme-grapheme connections. The program does not provide teacher guidance to identify or correct common student errors in phoneme-to-letter connections. The program does not include feedback strategies or explanations to address misconceptions; automated feedback only marks answers correct or incorrect. The program does not include diagnostic tools or reports that help teachers understand student error patterns.
Evaluation for 5.C.2c
The program includes Word Maker, Spelling Bee, and Word Family activities to develop and practice decoding one-syllable and multisyllable words in isolation. The program includes Sentences activities where students choose missing words to practice isolated decoding. The program does not include decodable connected texts, such as controlled passages or stories, for applying decoding skills in context. The program does not provide paragraph- or sentence-level reading tasks that follow taught phonics patterns. The program does not guide students to transfer isolated decoding skills into extended connected reading practice. The program does not include cumulative review activities to revisit phonics patterns across multiple lessons. The program does not provide spiraled review routines or checkpoints to reinforce decoding over time. The program does not include teacher guidance or activities to systematically assess and reinforce phonics patterns through cumulative review.
Evaluation for 5.D.1a
The materials introduce early phonological awareness activities, such as rhyming, beginning and ending sounds, and sound matching.
Evaluation for 5.D.1b
The materials provide phonological awareness activities, such as Picture Match and Sound Matching, that target letter-sound identification. The program offers immediate feedback when students respond incorrectly, using visual cues (e.g., red highlights) and audio prompts. Activities allow students to receive simple reinforcement when they select correct answers, promoting independent practice. Some tasks focus on distinguishing initial or final sounds, giving students a starting point for sound recognition. The program does not include explicit modeling or direct instruction to teach phonological awareness skills. The materials lack teacher guidance for addressing common misconceptions or scaffolding instruction. The platform does not offer corrective feedback beyond right/wrong responses or explain why an answer is incorrect. The materials do not guide teachers to demonstrate how to produce or blend sounds through oral modeling. The program does not include sample scripts, guided practice routines, or think-aloud strategies to support direct instruction. The materials do not differentiate instruction or provide tiered supports based on student response patterns. The program does not include prompts or explanations that help students understand why an incorrect answer is wrong. The platform does not offer guidance for reteaching skills when students consistently make the same errors.
Evaluation for 5.D.1c
The materials include the following activities that support the initial development of phonological awareness: Rhyming Words, Hear and Match, and Picture Match. The program uses visuals, auditory cues, and interactive formats to engage students in identifying sounds and matching them to corresponding images or letters. Repetitive practice opportunities allow students to strengthen basic phonological skills through game-like elements. Some activities encourage students to listen carefully and associate sounds with images, supporting auditory memory. The program does not include instructional strategies that explicitly use memory-building techniques to support retention. The materials lack a cumulative review system that systematically revisits previously taught phonological awareness skills. The program presents activities in isolation without structured reinforcement or long-term skill integration across lessons. The materials do not spiral phonological awareness skills across units or lessons to ensure repeated exposure and mastery. The program does not offer progress monitoring tools that connect review to student performance on previously taught skills. The materials do not include guidance for intentional reteaching or reinforcement of skills based on student need. The program does not provide sequencing or pacing guidance for cumulative review of phonological awareness across the school year. The materials do not include scaffolded review routines or multi-modal supports (e.g., chants, mnemonics) to promote memory retention of phonological skills.
Evaluation for 5.D.2a
The materials include the following activities to support blending and segmenting: Word Maker and Hear and Match.
Evaluation for 5.D.2b
The materials offer letter-sound activities that promote student interaction and immediate response validation. The program visually reinforces correct and incorrect answers with colors and sounds. Activities such as Sound Matching give students exposure to basic phonemic distinctions. The platform tracks student answers and allows repetition of skills for practice. The materials do not include lesson scripts or direct modeling for phonemic awareness instruction. Teachers do not receive guidance to address misconceptions or explain errors. The program provides feedback only as right or wrong, without supporting student understanding or reteaching.
Evaluation for 5.D.2c
Students complete tasks, like Picture Match and Word Maker, that connect sounds to letters. The program builds phoneme-grapheme connections by prompting students to match spoken sounds with written letters. Interactive tasks support students in blending phonemes to form words using printed letters. Digital activities provide repeated opportunities to connect auditory and visual representations of language. The materials do not include instructional routines that help teachers bridge oral language and decoding. Teachers do not receive explicit strategies to support transitions from phonemic awareness to spelling and reading. The program does not provide direct guidance to reinforce the alphabetic principle through teacher modeling or explanation.
Evaluation for 5.D.2d
Students engage in the activities Hear and Match and Picture Match to build phonemic awareness. The materials include digital games that promote blending and isolating phonemes. The program supports phoneme identification through matching sounds to letters. The activities allow students to practice new skills in multiple formats, including visual and auditory tasks. The materials do not revisit previously taught skills through cumulative review structures. The program lacks songs, poems, or stories that reinforce phonemic patterns across units. Teachers do not receive review routines or spiral activities to strengthen long-term retention of phonemic awareness.
Evaluation for 5.E.1a
The materials present foundational phonics instruction that progresses from alphabet recognition to consonant blends. Students interact with digital activities such as Word Maker, Spelling Bee, and Word Match. Lessons focus on short and long vowel sounds, consonants, and blends to build early decoding skills. The "Scope and Sequence" outlines broad skill areas aligned to beginning phonics instruction. The materials do not clearly align sound-spelling pattern instruction to the specific grade-level TEKS. The sequence does not provide a clearly defined instructional path that builds from simple to complex patterns.
Evaluation for 5.E.1b
The program provides students with digital tasks to build and manipulate words. The activities Spelling Bee and Hear and Spell offer opportunities for student-led practice. Students receive immediate visual and auditory feedback during word-building tasks. The materials provide independent learning and repetition through interactive modules. The materials do not include lesson plans, instructional scripts, or modeling tools for teachers. Teachers do not receive guidance for pacing, scaffolding, or correcting misconceptions. The program does not provide explicit, teacher-directed instruction for sound-spelling pattern delivery.
Evaluation for 5.E.1c
The materials include digital activities such as Word Maker, Spelling Bee, and Word Families. Students explore patterns in short vowels, long vowels, blends, and digraphs through game-based tasks. The activities provide opportunities to develop and apply foundational phonics skills. The program does not provide structured opportunities to cumulatively review sound-spelling patterns. The materials do not spiral or revisit previously taught phonics content across units. Teachers do not receive guidance or resources for implementing review routines or reinforcement strategies.
Evaluation for 5.E.1d
Students complete the tasks that support word reading and spelling, such as Spelling Bee, Hear and Spell, Word Families, and Typing. The program includes sentence-level activities that help students decode by identifying missing words. The activities allow students to apply phonics knowledge to word construction in isolation. Students encounter a range of phonics features such as consonant-vowel-consonant words, digraphs, and blends in interactive tasks. The materials do not include decodable connected texts to support application in authentic reading contexts. Students are not provided with passages, stories, or cumulative texts to reinforce previously taught phonics patterns. The sentence-level tasks remain limited to isolated fill-in-the-blank formats rather than full text integration.
Evaluation for 5.E.2a
The program offers word reading activities such as Flash Cards, Word Match, and Word Games (e.g., Jumble and Concentration). The materials allow students to recognize and spell common words within isolated practice sessions. The platform includes some exposure to high-frequency words within vowel and word family groupings. The "Scope and Sequence" outlines general phonics progression, but does not detail instruction for introducing high-frequency words. The materials do not differentiate between decodable and nondecodable high-frequency words. The program lacks a structured word list, pacing guide, or teaching sequence for regular and irregular high-frequency words. The materials do not provide a systematic and explicit progression for introducing high-frequency words aligned with the TEKS.
Evaluation for 5.E.2b
The program provides digital tasks like Flash Cards and Word Match for students to practice decoding high-frequency words. Sentence-level fill-in-the-blank activities support isolated word identification, but do not include instructional modeling. The materials do not include scripts, sample lessons, or modeling routines for teachers. The program lacks teacher-facing guidance for teaching decoding and encoding of high-frequency words. The materials do not offer explicit instructional strategies to distinguish between regular and irregular high-frequency words. The program does not address common student errors or provide feedback strategies for instruction. The materials do not provide teacher scaffolds or support for delivering systematic high-frequency word instruction.
Evaluation for 5.E.2c
The program includes activities such as Flash Cards, Word Match, and sentence completions for skill exposure.
Evaluation for 5.E.2d
The program provides digital word reading and spelling activities, such as Flash Cards, Word Match, and Spelling Bee. Students engage in isolated word practice through typing, matching, and sentence completion tasks. The materials focus on visual and auditory exposure, but do not support retention with memory-building strategies. The program does not include connected decodable texts for authentic practice with high-frequency words in context. Sentence activities rely on cloze procedures rather than structured writing or reading experiences. The materials do not guide teachers in modeling or reinforcing high-frequency words in meaningful connected text. The program does not have opportunities to transfer high-frequency word knowledge to authentic reading or writing tasks.
Evaluation for 5.E.3a
This guidance is not applicable to the product.
Evaluation for 5.E.3b
This guidance is not applicable to the product.
Evaluation for 5.E.3c
This guidance is not applicable to the product.
Evaluation for 5.E.3d
This guidance is not applicable to the product.
Evaluation for 5.E.4a
This guidance is not applicable to the product.
Evaluation for 5.E.4b
This guidance is not applicable to the product.
Evaluation for 5.E.4c
This guidance is not applicable to the product.
Evaluation for 5.E.4d
This guidance is not applicable to the product.
5.B.1 Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
0 out of 8 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
0 out of 8 points
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
0 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
0 out of 4 points
5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
0 out of 4 points
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
0 out of 4 points
5.C.1 Alphabet Knowledge (K only)
5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
0 out of 2 points
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
0 out of 2 points
5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
0 out of 6 points
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
0 out of 6 points
5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
0 out of 4 points
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
0 out of 4 points
5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
2 out of 6 points
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
2 out of 6 points
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
0 out of 4 points
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
0 out of 4 points
5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
0 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
0 out of 2 points
5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
2 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
2 out of 6 points
5.D.1 Phonological Awareness (K-2)
5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
0 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
0 out of 2 points
5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
0 out of 2 points
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
0 out of 2 points
5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
0 out of 4 points
Evaluation for 5.D.1c
Evaluation for 5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
0 out of 4 points
5.D.2 Phonemic Awareness (K-2)
5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
0 out of 3 points
Evaluation for 5.D.2a
Evaluation for 5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
0 out of 3 points
5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
0 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
0 out of 2 points
5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
0 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
0 out of 2 points
5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
2 out of 3 points
Evaluation for 5.D.2d
Evaluation for 5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
2 out of 3 points
5.E.1 Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
0 out of 1 points
Evaluation for 5.E.1a
Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
0 out of 1 points
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
0 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
0 out of 1 points
5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
2 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
2 out of 3 points
5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
2 out of 4 points
Evaluation for 5.E.1d
Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
2 out of 4 points
5.E.2 Regular and Irregular High-Frequency Words
5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
0 out of 2 points
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
0 out of 2 points
5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
0 out of 4 points
Evaluation for 5.E.2b
Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
0 out of 4 points
5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
0 out of 12 points
Evaluation for 5.E.2c
Evaluation for 5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
0 out of 12 points
5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
0 out of 4 points
Evaluation for 5.E.2d
Evaluation for 5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
0 out of 4 points
5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words
5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Not scored
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
0 out of 0 points
5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Not scored
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
0 out of 0 points
5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not scored
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
0 out of 0 points
5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not scored
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
0 out of 0 points
5.E.4 Morphological Awareness (1-3)
5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Not scored
Evaluation for 5.E.4a
Evaluation for 5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
0 out of 0 points
5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Not scored
Evaluation for 5.E.4b
Evaluation for 5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
0 out of 0 points
5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not scored
Evaluation for 5.E.4c
Evaluation for 5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
0 out of 0 points
5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Not scored
Evaluation for 5.E.4d
Evaluation for 5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
0 out of 0 points