Tumbleweed Reading Expeditions, Grade 5

Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).

The “Welcome to Tumbleweed” PDF states that the purpose of the program is “a supplemental literacy solution intentionally designed for students in grades 2–8 who are striving readers, neurodiverse learners, and multilingual learners.” This explanation identifies the program as supplemental and clarifies that the materials are intended to provide additional literacy support for students who require targeted instruction and practice.


The Instructional Strategies Guide explains that Tumbleweed was founded to support striving readers and neurodiverse learners in grades 2–8 who are reading significantly below grade level through decodable readers and accompanying educator guides. By explicitly identifying the intended learners and describing the instructional supports included in the program, the materials clearly communicate the resource’s supplemental purpose as targeted remediation and intervention support.

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 Instructional Strategies Guide contains implementation support that aligns with the core curriculum. The materials state, “Tumbleweed is designed to serve as a supplemental literacy program that provides additional instruction and practice in phonological awareness, phonics, vocabulary, comprehension, and fluency, while aligning closely with educators’ tier one core instruction.” The guide also offers clear guidance on using the materials with the core curriculum by integrating them into the planning cycle to reinforce, extend, and support core literacy.


The materials include a Specifically Designed Instruction Guide. The guide provides implementation guidance in the “Correlation Between Educators” and “Side-by-Side Unit Application” sections to align the program with TEKS-aligned tier one instruction, address skill gaps, support Individualized Education Program (IEP) goals, and provide targeted intervention.

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 skills taught, student expectations, and the rationale for the instructional progression. The scope and sequence identifies the phonological awareness, phonics, word study, high-frequency words, vocabulary, and fluency skills addressed throughout the program and specifies the order in which those skills are introduced. The materials explain that the sequence is grounded in the Science of Reading and state that “by following a consistent, research-aligned progression in phonics and high-frequency word instruction, Tumbleweed equips educators to deliver effective Tier 2 and Tier 3 intervention.” This rationale provides educators with an explanation for how the instructional sequence supports skill development and intervention.

The “Tumbleweed Module Overview” identifies the Texas Essential Knowledge and Skills (TEKS) and corresponding student expectations addressed in each module. The overview links the aligned TEKS to the module’s instructional focus, helping educators identify the student expectations and skills taught throughout the program. Together, these resources provide a clear outline of the instructional sequence, aligned student expectations, and the rationale for the scope and sequence design.

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

The Instructional Strategies Guide provides guidance and detailed recommendations on instructional duration and suggested lesson pacing. For example, session 1 is designed for a 40-minute instructional block and includes a breakdown of the time allotted to each instructional component.


The Instructional Strategies Guide includes pacing charts that offer alternative implementation options for 30-minute and 20-minute instructional sessions when the recommended instructional time is unavailable. The accompanying pacing recommendations help educators adjust the sequence of instruction while maintaining the intended lesson focus. For example, the materials suggest beginning the “Prepare for Reading” section with high-frequency word instruction when phonics instruction has already been delivered or when scheduling constraints prevent the full lesson sequence from being implemented. Together, these resources provide educators with clear guidance on instructional duration, frequency, and pacing.

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

The “Implementation Support” section offers guidance on using the materials with striving readers in grades 2–8. The guide explains that the program is a supplemental literacy resource that provides additional instruction and practice in literacy skills while remaining aligned with tier one instruction. This guidance helps educators understand the program’s intended purpose and how to implement it within existing instructional settings.


Additionally, the materials include Teacher Guides for each program component to support faithful implementation. These guides provide explicit instructional routines, systematic lesson procedures, and guidance for delivering instruction as intended. These resources help educators consistently implement the program’s instructional design and deliver targeted literacy instruction aligned with the program’s goals.

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 provide caregiver letters in English and Spanish for each module. These letters inform families about the literacy skills and concepts students are learning and explain how these skills support reading development. They also provide guidance for reinforcing learning at home, helping families stay informed about instructional content and student progress.


The “Module 3 Caregiver Letter” explains that students are practicing skills in closed syllables, compound words, schwa sounds, prefixes, multisyllabic and three-syllable words, and the suffixes -ed and -ing. The letter offers specific suggestions for supporting student progress, including listening as a child reads, identifying compound words in everyday text, playing word-building games, and helping students clap or tap syllables. These recommendations provide families with concrete, actionable strategies to reinforce classroom instruction and support ongoing literacy development at home.

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).

Assessments such as the “Student Placement Form,” “Small Group Observation Form,” “Oral Reading Progress Tracker,” “Middle-of-Year Assessment,” and “End-of-Year Assessment” support targeted remediation and ongoing progress monitoring. These assessments help educators determine students’ instructional starting points, monitor growth over time, and adjust intervention based on identified needs.


“Getting Started with Tumbleweed Assessment” outlines the purpose and administration schedule for each assessment type. The materials specify which assessment forms to use and when to administer them to inform instructional decisions. For example, the “Middle-of-Year Assessment” monitors student progress and identifies learning gaps, allowing educators to determine appropriate interventions and instructional next steps. Together, these assessments support the supplemental program’s purpose of providing targeted instruction and acceleration based on student performance data.

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

The “Tumbleweed Placement Form” is used to identify students’ instructional entry points within the “Tumbleweed Scope and Sequence” based on demonstrated skill needs. The guidance states that the placement assessment determines where students should begin instruction in the program, supporting appropriate placement and targeted intervention.


“Getting Started with Tumbleweed Assessment” describes the assessment framework as encompassing both formative and summative assessments and explains how assessment data are used to support instructional decision-making. The guidance outlines the purpose of each assessment type and explains how results inform instructional planning, monitor student progress, and determine appropriate next steps.

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

The “Tumbleweed Placement Form” provides explicit directions for administering and scoring diagnostic assessments. The materials include scripted statements, administration procedures, guidance for recording student responses, and directions for determining placement after assessment administration. For example, educators are directed to dictate assessment items slowly, allow students sufficient time to respond, and repeat prompts when appropriate. These procedures support consistent administration and help ensure that assessment results are collected accurately across educators.


Additional guidance is provided in “Getting Started with Tumbleweed Assessment,” which outlines the program’s assessment types, specifies which assessment forms to use, and explains when to administer each assessment. This guidance supports consistent implementation of assessment procedures and promotes accurate collection and interpretation of student performance data.

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

Within each Module Assessment, students complete a sequence of increasingly complex tasks, including decoding words in isolation, decoding nonsense words, encoding words, writing dictated sentences, and reading connected text. The fluency component also requires students to demonstrate proficiency in rate, accuracy, and prosody. This progression gives students multiple opportunities to apply skills in increasingly complex contexts and across a variety of assessment tasks.


The assessments also increase in complexity across the Base Camp, Lookout Point, and Summit modules as students progress through the program’s scope and sequence. Skill expectations advance from foundational phonics patterns to more complex word-reading skills. For example, the Word Reading portion of the Base Camp module 1 assessment includes words such as tall, pass, bath, chick, and this. In contrast, later assessments include increasingly complex words such as bucket, mistrust, and subjects in module 3, and estimate, unsafe, conclude, and incomplete in Module 4. These assessment tasks reflect a progression in complexity that aligns with the development of increasingly advanced phonics and word-reading skills.

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

Each Module Assessment in the Tumbleweed Reading Expeditions series, including Base Camp, Lookout Point, and Summit, includes End-of-Module Assessment Guidance that explains how educators should interpret student performance across assessment sections and skills. The guidance offers narrative explanations and score-based recommendations to determine instructional next steps. For example, the “Word Reading Accuracy” section includes an If/Then Chart that directs educators to specific instructional responses based on student performance. The Oral Reading Fluency guidance also provides score ranges and recommendations, such as focusing on the lowest rubric-scored areas and providing additional practice for students who score below proficiency levels, while directing students demonstrating mastery to begin the next module. Similar guidance is provided for oral reading comprehension and vocabulary performance.


The materials also include scoring information to support accurate interpretation of student performance. In “Getting Started with Tumbleweed Assessment,” the Oral Reading Progress Rubric provides scoring criteria for automaticity, intonation, volume and stress, phrasing, and retelling/summarizing. Performance descriptors distinguish proficiency levels within each category and support consistent scoring across educators. These scoring tools and performance guidelines help educators evaluate student performance accurately, identify areas of need, and determine appropriate instructional next steps.

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

Each Module Assessment in the Base Camp, Lookout Point, and Summit modules includes End-of-Module Assessment Guidance with specific instructional recommendations for students who need additional instruction due to low performance on an assessment. The educator is guided to lessons and resources that match individual student assessment data.


Tumbleweed Reading Expeditions provides a data collection chart that helps educators organize student assessment results, enabling quick analysis of patterns in student performance and error trends. Each assessment section also includes score ranges to help educators determine whether a student has reached mastery and lists recommended next steps.

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 Base Camp, Lookout Point, and Summit Module Assessments include tools that help educators track student progress. For example, an “Oral Reading Progress Tracker” allows educators to monitor students’ oral reading over the course of a year, including automaticity, intonation, volume and stress, phrasing, and accuracy. The materials also include a fluency self-assessment for students.


The Instructional Strategies Guide includes student trackers for each module. Students can track their progress through the modules. In Base Camp, the students have a map that shows them preparing to climb. They record and reflect after checkpoints 1.6, 2.5, 3.5, and 4.4. They mark a dot plot graph and reflect at each checkpoint on how they improved and what they are still working on.

Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.

The “Tumbleweed Placement Form” provides tools to help the educator place students in the reading program. The “Placement Form” instructs the educator to begin with the If/Then Chart and states that the program should align with the core program. The educator determines the student’s needs based on prior skill mastery, if applicable. If the educator has no prior work to review, they begin with Set 1 of the assessments. If a student has mastered consonant blends and clusters, the next step is to begin assessing with Set 4. When that assessment is finished, the educator uses the chart to determine placement in the program or to continue assessment to find the correct placement.


The Tumbleweed Reading Expeditions instructional materials provide exit criteria for educators for the Base Camp, Lookout Point, and Summit Module Assessments. When completing the final assessment in each module, the educator is provided guidance on student placement or review in the “Module Assessment Teacher Version.” Based on student scores, the educator is instructed to begin the next module or reteach areas before moving on. The “Summit Module Assessment 12” provides guidance on exiting the program. The educator uses this guidance to determine whether the student needs additional explicit instruction or is ready to exit the program.

Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.

The Tumbleweed Instructional Strategies Guide section, “Supporting Students Needing Additional Phonological Awareness Practice,” provides explicit guidance for supporting students who require additional intervention and targeted practice. The materials explain that students who need additional support in phonological awareness benefit from routine, purposeful instruction focused on hearing, identifying, and manipulating sounds in spoken words. The guidance further emphasizes that phonological awareness is a critical foundation for accurate decoding and fluent reading. These supports provide educators with differentiated instructional practices designed to address skill gaps and strengthen foundational literacy skills for students who are not yet performing at grade level.


The Tumbleweed Instructional Strategies Guide also offers differentiated instructional recommendations for students with a range of learning needs, including developmental language disorder (DLD), attention-deficit/hyperactivity disorder (ADHD), and comprehension difficulties. The materials recommend strategies such as preteaching high-utility vocabulary, providing sentence frames and educator modeling, using visual representations to clarify word meaning, incorporating opportunities to answer literal and inferential questions, retelling texts with visual supports, allowing additional response time, breaking complex directions into manageable steps, and using multimodal instructional approaches. These educator-facing supports provide specific methods for scaffolding instruction and adjusting delivery to meet the needs of students who have not yet reached proficiency in grade-level literacy skills while maintaining access to grade-level content.

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.

This guidance is not applicable to the program because the program has a stated purpose of targeted remediation or acceleration, not additional instruction and/or practice.

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

The Tumbleweed Specially Designed Instruction Guide provides educator-facing guidance on adapting instructional methods and delivery to meet the individualized needs of students receiving special education services while maintaining access to grade-level TEKS. The guide explains that the program supports instructional adaptation through explicit, systematic instruction aligned with Science of Reading research, the gradual release model (“I do, We do, You do”), built-in opportunities for modeling, guided practice, corrective feedback, and repeated reading structures that support fluency development. The guide also states that these instructional practices support the implementation of the Individuals with Disabilities Education Act (IDEA) while remaining aligned with the TEKS. This guidance helps educators deliver specially designed instruction using methods and supports tailored to the needs of students receiving special education services.


The Tumbleweed Specially Designed Instruction Guide also offers guidance to support collaboration between general education and special education educators when implementing specially designed instruction (SDI). The materials include recommended collaborative practices, a student scenario, and a Side-by-Side Unit Application that demonstrates how instructional supports can be integrated into program lessons. These resources serve as implementation examples that illustrate how educators can adapt instruction and apply program components to meet individualized student needs. Together, these supports guide educators in planning, delivering, and coordinating SDI for students receiving supports and services through special education.

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 educator-led supplemental program includes explicit prompts and guidance to help educators model and explain the skills to be learned. For example, in the Lookout Point lesson “The Explosive Game of Soccer,” the Teacher Guide provides scripted directions in the “Prepare for Reading” phonics section. Educators are directed to state, “Today we are going to practice reading longer words by breaking them into parts we already know. Remember every syllable, or part of a word, must have a vowel.” The guidance then explains that longer words are built from syllables and word parts such as prefixes, base words, and suffixes. These scripted prompts help educators explicitly introduce and explain syllable patterns and word-analysis strategies before students apply the skill independently.



The materials also provide guidance on modeling and addressing potential misconceptions. In the same lesson, educators are directed to “model reading some of the sentences word-by-word and then with appropriate phrasing,” demonstrating how fluent reading should sound. Additional guidance helps educators clarify misunderstandings by reminding students that “sometimes a syllable looks like it should have a long vowel, but it is the schwa sound.” Similarly, another lesson directs educators to explain open syllable patterns by stating, “Sometimes open syllables are combined with syllables that have the vowel-consonant-vowel pattern, as in the word even,” and guides educators to use letter cards to model the concept. These explicit prompts, scripted explanations, modeling opportunities, and misconception supports ensure that educators directly teach and explain the targeted literacy skills before students apply them.

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 Tumbleweed Reading Expeditions Teacher Guides provide systematic, explicit instructional guidance for educators, enabling them to deliver instruction and facilitate lessons using multiple approaches and strategies at each stage of the lesson. The Tumbleweed lesson format follows a gradual release model of instruction that includes educator modeling, manipulatives, choral reading, sentence frames, drawing for comprehension, videos for background knowledge, and more. The Base Camp lesson “The Nest Quest” illustrates the gradual release model and includes educator-led student activities such as word building with manipulatives and differentiated reading options (silent reading, choral reading) with guided discussion. This guidance helps educators facilitate the lesson effectively.


The instructional materials also guide educators with recommendations for effective lesson delivery and facilitation using a variety of instructional approaches. For example, the Instructional Strategies Guide provides an explicit explanation of instructional approaches, noting that “students may read the text multiple times, with each reread serving a different purpose — for example, first to decode accurately, then to focus on meaning, and finally to build expression and understanding,” and that “Explicit instruction in text structure and signal words also supports understanding. Educators can draw attention to how the text is organized (e.g., sequence, cause and effect, or problem and solution) and highlight signal words such as first, then, because, or so.” Using these embedded instructional approaches enables educators to deliver the lesson effectively.

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

The instructional materials provide educators with guidance on recommended structures to support effective implementation. For example, in the Lookout Point module, the lesson plan for the decodable reader The Sky Is the Limit explains, under Reading Options, that students can read the story individually or in small groups. The guide also outlines recommended structures for first, second, and third readings, enabling the educator to implement the program effectively.


The “Select the Instructional Setting” section of the Tumbleweed Instructional Strategies Guide helps educators choose the setting that best meets students’ needs, such as whole-class, small-group, or individual instruction. For example, during whole-class instruction, educators should use Tumbleweed texts and routines to reinforce recently taught core skills, model strategies, or build shared vocabulary and comprehension through shared reading and discussion. Guidance for small-group instruction includes explicitly targeting instruction of specific skills for students who need more practice. Additional educator guidance is provided for students who need specific individual practice activities, such as rereading for fluency. This guidance enables the educator to effectively implement the program with all students.

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.

In Lookout Point, the lesson plan for “A Place for Gage” includes a “Multilingual Learner Support” section that provides accommodations for students at the beginning and intermediate proficiency levels. Educators are directed to display words with the soft c and soft g sounds, guide students in chorally reading them, and support students in determining word meanings from context. The guidance also directs educators to explicitly teach vocabulary meanings and give students opportunities to share personal examples that demonstrate their understanding of the words. These accommodations support students in developing vocabulary knowledge and using newly acquired academic language in oral discussions and contextualized language tasks.


The materials also include accommodations for students with higher English language proficiency. In Lookout Point, the “Gentle Helpers” lesson plan includes “Multilingual Learner Support” for intermediate and advanced students. Educators are guided to support students as they analyze base words and examine how specific letters following c and g affect pronunciation patterns. This guidance extends beyond vocabulary acquisition, engaging students in discussions of word structure and language patterns using more precise academic terminology. Across proficiency levels, the materials provide differentiated linguistic accommodations that support students as they progress from developing word meanings and oral language skills to analyzing language structures and using increasingly sophisticated academic language.

Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.

The Instructional Strategies Guide explicitly explains that “supporting literacy development requires intentional instruction that honors students’ home languages while building proficiency in English.” It also notes that “creating an inclusive literacy environment for multilingual learners begins with validating students’ identities and experiences.” This is followed by Instructional Supports Embedded in Lessons, including “suggested language scaffolds and prompts, visual cues and graphic supports, clarification of key vocabulary and language structures, and opportunities for oral rehearsal before reading or writing.” The section ends with Building Language Through Interaction, which guides educators in creating “opportunities for meaningful talk.”


The guide outlines plans to support students’ transition from primary-language literacy to English literacy, including using assessment data to identify appropriate instructional entry points, explicitly teaching the phonological and orthographic differences between languages, and providing scaffolded opportunities for oral language development before independent reading and writing. Educators are directed to use the Tumbleweed Assessment alongside English language proficiency data to determine whether challenges reflect phonics gaps or language acquisition needs. This approach helps educators use assessment data and English language proficiency information to inform instructional decisions.

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.

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

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).

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

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

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

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

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

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 scope and sequence shows how sound–spelling patterns progress systematically throughout the program. Instruction begins with simple patterns, including consonant sounds and short vowels for reading CVC words, and progresses to digraphs, vowel teams, and multisyllabic word patterns. In the Base Camp modules, students primarily learn single-syllable patterns, including VCe patterns, vowel teams, and r-controlled vowels. As students move into the Lookout Point and Summit modules, instruction advances to more complex sound–spelling patterns aligned with higher-grade TEKS, including vowel diphthongs, syllable division principles, and final stable syllables.


In the “Base Camp Module Overview,” the sequence of sound–spelling patterns begins in module 1, which teaches foundational phonemic awareness and phonics skills through explicit, systematic instruction and cumulative practice in connecting sounds to letters, segmenting and blending phonemes, and reading and spelling simple words. In the program’s final collection, the “Summit Module Overview” shows how students apply their knowledge of phonics, spelling, and morphology to analyze and decode complex multisyllabic words and academic vocabulary, demonstrating the cumulative progression of skills throughout the program.

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 Base Camp Teacher Guide lesson “Picnic at Sunset” provides explicit instruction in decoding and encoding words using sound–spelling patterns. The lesson includes scripted educator guidance, such as “The word dish is one syllable. It has three sounds and one vowel. Dish is a closed syllable.” In the same lesson, the “Spelling” section supports encoding by directing educators to have students segment words and represent each sound in Elkonin boxes. For multisyllabic words, educators guide students to record sounds by syllable on paper or a whiteboard before whisper-spelling and reading the completed word. These routines provide direct instruction in applying sound–spelling patterns during both decoding and encoding tasks.


In the decodable reader A Home for Tomas and Luna, educators explicitly model syllable-division strategies for decoding multisyllabic words, explaining, “More often than not the consonant will go with the second syllable, leaving the first syllable open. Separate the word into its syllables: e | ven. Read each part and then the whole word.” In another decodable reader, Carrying Hope: The Story of Larry Gochman, the “Phonics” section provides explicit instruction on applying sound–spelling patterns, reminding students that when a vowel suffix is added to y in an open syllable, the y changes to i unless the suffix begins with i. The “Spelling” section further supports explicit encoding instruction by directing educators to have students segment words and represent each sound in Elkonin boxes.

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.

Each decodable reader includes a Teacher Guide that provides cumulative practice in decoding words using sound–spelling patterns, both in isolation and in connected text. For example, the Lookout Point decodable The Swans in the Sky offers students opportunities to read words in isolation through word boxes and to apply previously taught and current sound–spelling patterns while reading the connected decodable text. The text includes only decodable words aligned with previously taught and newly introduced sound–spelling patterns. Each decodable reader follows this instructional format, giving students repeated opportunities to apply cumulative decoding skills across lessons.


The instructional materials also offer cumulative practice in encoding words using sound–spelling patterns, both in isolation and in connected text. As students progress from the Base Camp modules to the Lookout Point and Summit modules, they apply increasingly complex sound–spelling patterns, including single-syllable patterns, VCe patterns, vowel teams, vowel diphthongs, syllable-division principles, and final stable syllables. For example, the Summit decodable reader Telling the Bees includes word lists for “Words with Open Syllables,” “Multisyllabic Words,” and “High-Frequency Words,” providing opportunities for isolated word practice. In the “Spelling” section of the accompanying Teacher Guide, educators dictate words such as breeze, sweet, valley, beehive, and succeeded. Students repeat each word and write it, recording the sounds they hear while educators model correct spellings for students to check their work. Students then apply these sound–spelling patterns in connected text by writing dictated sentences that include previously taught and current spelling patterns.

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

Each decodable reader offers students opportunities to decode words in connected text using only previously and currently taught sound–spelling patterns. For example, the Base Camp decodable Dogs in a Van includes seven sound–spelling patterns students have already learned, including consonants, short vowels, consonant digraphs (ch, sh, th, wh, and ck), the buddy letters qu, double ss, and the current welded sound all. The decodable text is controlled so that students apply only sound–spelling patterns introduced in current or prior instruction.


The Base Camp Practice Book requires students to read words and phrases and to build words using only previously taught sound–spelling patterns. Module 1 activities cover consonants, digraphs, and double consonants that mirror the skills taught in the module lessons. The Lookout Point decodable Gentle Helpers includes a chart that identifies previously taught phonics and word-study skills from modules 1–7, including soft c and g, which students apply while reading the connected text. In the Base Camp decodable “The Nest Quest,” students practice nine previously taught phonics and word-study skills, including slr blends, during connected reading. The accompanying Teacher Guide reinforces these same sound–spelling patterns through cumulative spelling activities and requires students to apply only explicitly taught patterns during encoding practice.

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 “Scope and Sequence Rationale” states that the materials incorporate high-frequency words from research-based lists developed by Kearns, Fry, Dolch, and the Children’s Picture Book Sight Words research. The rationale explains that the program strategically introduces high-frequency words to build accuracy and automaticity.


The scope and sequence organizes regular and irregular high-frequency words by module, demonstrating a systematic progression across instruction. For example, module 1.3 includes the high-frequency words the, a, and, I, was, is, and his. Module 1.6 introduces additional high-frequency words, including they, have, one, from, and both. Later, module 2.4 includes out, about, their, front, said, and only. This sequence demonstrates a progression of regular and irregular high-frequency words across the program.

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 Teacher Guides include a “High Frequency Words” section that explicitly teaches the decoding of regular and irregular high-frequency words. For example, in the Lookout Point lesson “Double Trouble,” educators display and read high-frequency words aloud with students multiple times. Educators then guide students in identifying familiar sound–spelling relationships within the words, such as the consonant-le syllable in double and trouble, before locating and rereading the words in connected text. Students apply these decoding strategies when reading regular high-frequency words such as need and irregular high-frequency words such as double and trouble.


The Teacher Guides provide explicit instruction in encoding regular and irregular high-frequency words. For example, in the Base Camp lesson “Which Animal Is It?,” educators dictate words, have students repeat each word, and direct students to write the words on whiteboards or paper. After each dictation, educators display the correct spelling, model how the sounds are represented in writing, and have students check and correct their work. Students then use the words in sentences and write dictated sentences using the words pet, big, jog, quick, and with. The materials also provide explicit instruction in encoding irregular high-frequency words through educator modeling. For example, in the Base Camp lesson “Gus Looks Up,” educators guide students to identify irregular sound–spelling relationships by referring to the Irregular High Frequency Word Chart. Educators model tapping and spelling each word aloud, and students then repeat the process.

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.

Each decodable reader includes the module’s target high-frequency words as well as previously taught high-frequency words, providing cumulative practice in decodable connected text. The decodable readers also include dedicated word lists that provide practice with current and previously taught high-frequency words in isolation. For example, in the Lookout Point decodable The Explosive Game of Soccer, high-frequency words appear in bold throughout the text, and the decodable provides additional practice with words such as father, mother, sisters, thought, and different. The lesson also directs students to reread complex multisyllabic words, identify syllables, and practice decoding words using previously taught phonics skills.


Students also practice cumulative encoding of high-frequency words during spelling activities. In the Summit Teacher Guide lesson “The Whisper of Leaves: How Trees Communicate,” educators dictate words such as wear, prove, leaves, meant, and increase for students to write. Students also write dictated sentences that include previously taught high-frequency words, such as “I think I will wear my new coat today” and “Can you prove that idea works?” These activities provide cumulative practice encoding high-frequency words in both isolation and connected text.

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

Base Camp decodable readers include only current and previously taught high-frequency words in both isolated and connected-text practice. For example, in the decodable reader Gus Looks Up, the word list includes the regular and irregular high-frequency words the, and, is, a, his, and I. The scope and sequence confirms that students receive explicit instruction in these words before encountering them in the decodable reader.


The Student Practice Books also include practice opportunities that use only explicitly taught high-frequency words. For example, the Base Camp Module 1 Practice Book includes the high-frequency words he, into, see, to, does, of, you, from, I, want, are, they, was, is, have, and we. The scope and sequence confirms that students are explicitly taught these words before engaging in practice activities.

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

The scope and sequence organizes instruction on syllable types and syllable-division principles, moving from more common, less complex patterns to increasingly complex ones. The sequence begins with closed syllables and progresses to CVCe and open syllables before introducing r-controlled, vowel-team, and final-stable syllables. The scope and sequence also shows that students first apply syllable types to one-syllable words and later apply those patterns to multisyllabic words containing mixed syllable types.


The materials also provide a progression for teaching syllable division principles. The scope and sequence introduces the VC/CV syllable division pattern before moving to additional patterns, including V/CV, VC/V, and VV. The Instructional Strategies Guide supports this sequence by identifying each syllable type, describing its characteristics, and providing word examples. The guide also presents syllable division patterns in instructional order and includes explicit strategies for dividing multisyllabic words.

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

The Teacher Guides provide explicit instruction in decoding one-syllable and multisyllabic words. For example, in the module 5 lesson “The Swans in the Sky,” educators explicitly introduce open-syllable words by defining open syllables, modeling how to build and read words using letter cards, and explaining the characteristics of open syllables. After educator modeling, students read one-syllable words in isolation and then apply the skill while reading connected text in the decodable reader. The materials also provide explicit instruction in decoding multisyllabic words. In the lesson “The Explosive Game of Soccer,” educators model decoding multisyllabic words using letter cards and affix cards. Educators guide students in identifying open and closed syllables while decoding words such as equipment and enemy. The Teacher Guide also directs educators to the Instructional Strategies Guide for additional support in teaching multisyllabic word decoding.


Each Teacher Guide also includes explicit instruction in encoding one-syllable and multisyllabic words. For example, in the Lookout Point lesson “Mitch and the Power of Yet,” students first reread words before encoding them. Educators then dictate both one-syllable and multisyllabic words, including scratch, field, and believe. After students record each word, educators model the correct spelling, and students check and correct their responses. Students also encode words in dictated sentences, such as “Why is Mitch in the field?” The materials provide additional encoding support through the use of Elkonin boxes for both one-syllable and 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.

The Summit Module 10 Student Practice Book provides cumulative practice in decoding and encoding one-syllable and multisyllabic words aligned with grade-level TEKS. Students apply previously taught phonics, spelling, and morphology skills in both isolated tasks and connected text. For example, in the module 10 “Spelling” section, students read sentences, add specified suffixes, such as -ed, to underlined base words, and write the newly formed words using correct spelling conventions, which requires both decoding and encoding skills. In addition, the module 10 “Passage Fluency” section provides opportunities for students to decode one-syllable and multisyllabic words within decodable text, supporting accuracy and automaticity during reading.


The materials include a “Spelling” section in each Teacher Guide that offers cumulative encoding practice with one-syllable and multisyllabic words. For example, in the Summit lesson “Rescue on the Rocks,” students encode dictated words such as buy, guide, fruit, jewel, and feud. After writing each word, students check and correct their responses, and educators model the correct spelling. Students then apply previously taught spelling patterns as they write dictated sentences, such as “I want to buy that jewel,” “The feud ended quickly,” and “Dad will guide me as I plant the fruit trees.”

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

The decodable readers include only syllable types and syllable-division principles students have been explicitly taught. Each decodable reader includes a chart that identifies the phonics and word-study skills addressed in the text and the modules where those skills were introduced. For example, the Summit decodable reader Telling the Bees requires students to apply previously taught vowel-team syllables, closed syllables, and multisyllabic decoding skills while reading connected text. The scope and sequence confirms that students learn these syllable types and decoding skills before they practice.


The Base Camp Module 3 Student Practice Book also includes practice activities for dividing two- and three-syllable words, such as napkin and fantastic, and for identifying words containing prefixes. The scope and sequence confirms that students receive explicit instruction in these syllable types and syllable division principles before engaging in practice activities.

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 scope and sequence organizes morphology instruction in a progression from foundational inflectional endings to increasingly complex morphological elements. Early instruction introduces simple inflectional morphemes, such as plural endings, and later modules expand to additional prefixes and suffixes. For example, module 1.6 introduces the plural endings -s and -es. These modules provide students with opportunities to apply foundational morphemes before they encounter more complex morphological patterns.



Later modules expand students’ knowledge of morphemes, introducing additional prefixes and suffixes. For example, module 3 introduces the prefixes mid-, mis-, non-, trans-, un-, dis-, en-, em-, in-, im-, sub-, ab-, ad-, con-, com-, ex-, and ob-, as well as the suffixes -ed and -ing. The module overviews identify these morphemes and provide educators with the instructional sequence used throughout the program.

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

The Teacher Guides provide explicit instruction in morphology through scripted lessons and educator modeling. For example, the “Phonics” section of the decodable reader The Beekeepers of Tangled Mane Farm provides detailed guidance for teaching the bases cede and ceed. Educators use base cards and affix cards to model how to build and read words, including exceed. Students then build and read additional words using the same morphemes.


Similarly, the Teacher Guide for River Otters Must Move provides explicit instruction in prefixes using affix cards and base cards. Educators introduce the meanings of the prefixes per- (“through or completely”), over- (“too much”), super- (“above and beyond”), and under- (“under or not enough”). Educators then model how to form and read words such as superpower, overreact, permit, and understand. Students read the words, identify the morphemes, and discuss how the word elements contribute to meaning.

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.

The decodable readers and accompanying Teacher Guides provide cumulative practice in morphological skills, both in isolation and in connected text. During phonics review activities, students practice previously taught morphological skills by building and reading words with letter cards and affix/base cards. Students then apply these skills while reading decodable connected text. For example, in Gentle Helpers, students review previously taught prefixes, suffixes, and syllable patterns as they read. Cumulative skills include prefixes, the suffix -ed, and consonant-le patterns.


The Student Practice Books also provide cumulative practice in morphological skills. For example, the Module 6 Student Practice Book includes rereading activities with previously read decodable passages that contain previously taught morphemes. Students also read words in isolation, complete activities that combine base words and affixes to form new words, and use the newly formed words in sentences. These activities provide cumulative practice in morphological skills, both in isolation and in connected text.

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

In the Lookout Point Teacher Guide for Rebel and the Refunders, students review previously taught stable base words and suffixes. During phonics instruction, students build and read morphologically complex words such as hopefully, helpfulness, unhelpfulness, and refunders. They identify the base words, prefixes, and suffixes and discuss how each morpheme contributes to meaning. Students practice these skills in isolation through word-building activities, letter cards, affix cards, and word lists. Students then apply the same morphological knowledge while reading the connected text Rebel and the Refunders, which contains only the target morphemes introduced in the current and previous modules.


The decodable readers and the extra practice pages also provide practice opportunities using only previously taught morphemes. For example, the extra practice page in the decodable reader A Home for Tomas and Luna includes words with the morphemes de-, re-, pro-, pre-, and -es. The checklist of skills at the end of the decodable reader and the scope and sequence confirm that these morphemes are explicitly taught before students engage in practice activities.

Evaluation for 6.1a
Materials include modeling of fluent reading (including rate, accuracy, and prosody).

The Teacher Guides define fluent reading and provide scripted guidance for modeling fluency during instruction. For example, in the Base Camp lesson “Hop on the Bus,” educators explain that fluent readers read words accurately and smoothly, with appropriate expression, at a rate that is neither too fast nor too slow. Scripted guidance includes an explicit definition of fluency: “When we read, it is very important to recognize letters, letter patterns, and words accurately and automatically.” Educators also introduce the phrase “I see it, I say it” to support accurate and automatic word recognition. The lesson emphasizes that accurate, automatic word recognition supports fluent reading and gives educators repeated opportunities to model and reinforce these behaviors during instruction.


Lessons reinforce educator modeling of prosody and expression. In the Base Camp lesson “Hop on the Bus,” educators are directed to reread selected sentences while modeling how punctuation affects oral reading. Educators ensure that their voices “rise with emotion at the end of the exclamation mark and change with inquiry for the question marks” and explain that “Is that a ship?” should be read with curiosity and wonder, whereas “Yes, it is! Quick!” should be read with excitement. Similarly, in the Base Camp lesson “Gus Looks Up,” educators model expressive reading by demonstrating how punctuation and characters’ emotions influence oral reading. Educators guide students to consider how a character feels and then model how those feelings should be reflected through expression and intonation.

Evaluation for 6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.

The materials offer students opportunities to practice reading fluency with word lists, phrases, sentences, and connected texts. In the Summit lesson “Stark and His Biggest Bark,” the “Fluency” section reinforces accurate, automatic word recognition with the phrase “I see it, I say it.” After educator modeling, students practice fluency by rereading connected text from the decodable reader. Students engage in partner reading of dialogue, alternating character roles as they read lines such as Max’s “No jumping on humans” and Stark’s response, “I gulped, nodded my head, and said, ‘No jumping. Got it.’” During partner reading, students monitor their accuracy, rate, and expression as they practice fluent reading in connected text.


The Practice Books provide additional fluency practice that progresses from isolated words to phrases, sentences, and extended connected text. For example, the Summit Module 9 Practice Book includes word lists featuring ay, ai, multisyllabic, and high-frequency words for students to read in isolation. Students then practice reading phrases such as “are sleeping” and “is proceeding” before reading complete sentences, including “At birth, newborn cubs are completely helpless.” Finally, students read fluency passages composed of multiple sentences, providing repeated opportunities to practice fluency in connected text.

Evaluation for 6.1c
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.

The materials are designed as a supplemental literacy intervention for students in grades 2–8 who are striving readers, neurodiverse learners, and multilingual learners. To support this purpose, the materials provide students with opportunities to practice reading fluency using a variety of decodable texts across multiple genres. Base Camp includes 38 decodable readers representing informational, literary, and traditional texts. For example, students practice fluency while reading informational texts such as King Biscuit Blues Festival and Fun Clubs for Kids, literary texts such as Dog and Pig Play and All in with Jess, and traditional tales such as The Crocodile and the Hare.


The Student Practice Books offer additional opportunities for students to build reading fluency with texts across multiple genres. For example, the Lookout Point Module 5 Practice Book features a realistic fiction passage about voting, while module 6 includes an informational passage about coins. Similarly, the Summit Module 9 Practice Book contains a realistic fiction passage about hiking.

Evaluation for 6.1d
Materials include a variety of texts at different levels of complexity.

The materials include 124 texts organized along a continuum of increasing complexity. The educator-led program begins with the Base Camp collection, progresses to more complex texts in Lookout Point, and culminates with the highest levels of text complexity in the Summit collection. Within each collection, text complexity increases systematically. For example, early Base Camp decodable readers in module 1 focus primarily on consonant sounds and short vowels. By module 2, students read texts containing blends, consonant clusters, and syllable patterns. Modules 3 and 4 introduce increasingly complex features, including compound words, multisyllabic words, prefixes, and suffixes. The first decodable reader, Gus Looks Up, contains large print and short sentences with limited text per page. Later texts, such as The Cat Bath, incorporate long- and short-vowel patterns, double consonants, inflectional endings, and dialogue. By the final Base Camp decodable, Against the Odds: An Intense Time on the Ice, students read extended paragraphs that integrate previously taught phonics and morphology skills, demonstrating increased text complexity.


The materials also provide texts at multiple levels of complexity in the associated Practice Books. For example, the Base Camp module 2 fluency passage features shorter sentences, simpler syntax, and less sophisticated vocabulary, as illustrated by the excerpt, “Everyone has a blast at lunch now. Kids can have snacks at the stump.” In contrast, the Summit module 12 fluency passage “The Summit” includes longer sentences, more complex syntax, dialogue, and more sophisticated vocabulary, as shown in this excerpt: “At one point, she cried out, ‘Stop! I think I have a knife in my side!’” and “Her dad explained that it was a ‘stitch’ in her side; she just needed to breathe more deeply.”

Evaluation for 6.1e
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).

The Instructional Strategies Guide provides explicit guidance for delivering corrective feedback during fluency instruction. In “Supporting Fluency Development,” the guide explains that fluency instruction prioritizes accurate decoding before emphasizing smoothness, rate, and expression. The “Corrective Feedback” section provides specific prompts educators can use to respond to student performance. For accuracy, educators are prompted to ask, “Let’s break it down. What sounds do you hear at the beginning/middle/end?” and “Check the vowel — what sound does it stand for?” For rate, educators are guided to say, “Try reading that like you’re talking to a friend.” For prosody and phrasing, educators are prompted to ask, “Can you scoop the words into phrases?”


The Teacher Guides also embed fluency feedback directly into lesson instruction. For example, in the Base Camp lesson “Gus Looks Up,” educators model expressive reading, highlight punctuation, and guide students to reread the text at an appropriate rate with appropriate expression. Educators ask students to reflect on their fluency by discussing their accuracy, expression, and rate, and by identifying areas for improvement. Similarly, in the Base Camp lesson “A Plan for Sam,” educators remind students to use the accuracy phrase “I see it, I say it,” model expressive reading, and engage students in echo reading to develop prosody. Students then evaluate their own fluency by responding to prompts such as “How do you feel about your accuracy and expression?” and “What else might you want to work on?”