Program Information
The Writing Road to Reading Kindergarten
ELAR: Phonics Kindergarten
IMRA 2025
Commissioner Rejected
Publisher: Spalding Education International
Copyright: 2025
Series includes:
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS Student % | TEKS Teacher % | ELPS Student % | ELPS Teacher % |
|---|---|---|---|---|
| Kindergarten | 100% | N/A | N/A | N/A |
Criteria for Quality
Rubric Section 1
Implementation Quality
Total
64% (18 out of 28 points)
Evaluation for 1.1a
The materials include a scope and sequence that details the progression of skills and concepts from kindergarten through grade 3. The kindergarten scope and sequence uses coding to indicate the grade level at which skills are taught and assessed. For example, "I/P" indicates introduction and practice, but mastery is not expected. The Kindergarten Teacher's Classic Guide, Third Edition breaks down grade-level objectives into spelling, reading, and writing. For example, the spelling objectives include expectations for phonemic awareness and systematic phonics. The writing objectives encompass the following conventions: capitalization, punctuation, sentence structure, vocabulary, paragraph development, and composition. The kindergarten reading objectives cover literary appreciation, text structure, and the mental processes employed during reading. The Navigation Guide notes that the materials do not reference TEKS or ELPS.
Evaluation for 1.1b
The materials include an Integrated Language Arts Lesson Plan Objective Overview and a Skills Trace to guide instructional planning. For example, the online Writing Road to Reading Kindergarten Teacher's Classic Guide provides an overview of spelling objectives in weeks 1–4. Then, the Spelling Skills Trace outlines specific objectives addressed across weeks 1–32. The materials include a Phonological and Phonemic Awareness Pacing Guide for kindergarten through grade 2, outlining objectives and suggested pacing for phonemic awareness and word analysis. For example, the Week 1 objective introduces segmenting, counting, and blending sounds in words, such as me, do, and, go, and at. While both the Skills Trace and Phonological and Phonemic Awareness Pacing Guide provide pacing by week, they do not include alternate pacing calendars or guides for 165-, 180-, or 210-day calendars.
Evaluation for 1.1c
The materials include an explanation of the Spalding Method, which outlines the research-based rationale supporting the curriculum. For example, Chapter 5 of The Writing Road to Reading, titled "Why The Writing Road to Reading Works: Integrating Knowledge Domains," states, "A successful language arts program integrates knowledge of four major research domains: the reading process, the learning sequence (how children move from being novices to being skilled readers), skills acquisition, and delivery of effective instruction." The chapter emphasizes that The Writing Road to Reading is built on established principles of learning and instruction. The materials explain how the concepts are connected throughout the course. For example, the Daily Language Arts Objectives are organized around the Spalding Language Arts Circle in The Writing Road to Reading Kindergarten Teacher's Classic Guide. The text states, "Each essential instructional component recommended by the National Reading Panel (NRP) is taught or reinforced in one or more lessons in the circle." These components include Spelling (Phonemic Awareness, Systematic Phonics, High-Frequency Vocabulary), Reading (Literary Appreciation, Text Structure, Mental Actions), and Writing (High-Frequency Vocabulary, Sentence Construction, Compositions). The materials are organized only by academic week rather than by unit. The materials do not include an explanation of the rationale for the units to be learned throughout the course.
Evaluation for 1.1d
The materials include protocols with corresponding guidance for lesson internalization. Built on the Spalding Method, the curriculum provides teacher guidance for instructional delivery. Teachers are directed to model lessons, then provide coaching, scaffolding, and fading for students as they gain mastery of concepts. For example, the teacher's guide provides the directions for introducing each phonogram, detailing letter formation, pronunciation, and the dictation process for spelling words. Students listen, observe, and respond to questions that check their understanding of the modeled instruction. The materials include specific sections on spelling, writing, and reading strategies, with a "teacher will" section that explains each strategy. For example, the teacher guide states, "Explain that saying the phonogram sounds automatically helps children learn to read. Model saying the sound or sounds of new phonograms 4 days a week. Have children softly, yet precisely, say the phonogram sound(s)." The materials provide an overview of best practices that describe instruction through modeling, coaching, and scaffolding. Teachers are guided to fade support as students demonstrate increasing independence through articulation, reflection, and exploration. The Writing Road to Reading Kindergarten Teacher's Classic Guide contains a section titled "Teacher Behaviors in all Lesson Types." For example, the "Modeling" section states, "When modeling, a teacher demonstrates and explains so children can observe and build a mental picture of the processes that are required to accomplish the task." The materials do not include guidance for internalizing units. There is no clear guidance on what units entail, as lessons are only organized by week.
Evaluation for 1.1e
The materials include a checklist for supervisors to use when observing teachers during Spalding lesson implementation. Instructional leaders can use this tool to support instruction across reading, writing, and spelling components. The "Courses" page on spalding.org offers options for professional development, including 45 hours of onsite or hybrid training in Reading Foundations and 45 hours of onsite or Zoom training in Effective Strategies for Writing and Reading. Both courses are designated as appropriate for curriculum specialists, content specialists, and administrators. The "Courses" page on spalding.org offers instructional coaches access to the Coach Training Course in order to "successfully coach teachers who are implementing and refining THE SPALDING METHOD procedures using the Spalding Spelling Lesson checklist." Coaches attend a self-paced video component with assignments and attend two onsite coaching days with a Spalding Executive Trainer.
Evaluation for 1.2a
The materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to teach the unit concepts effectively. In the "Planning" section, of The Writing Road Teacher's Classic Guide Scope & Sequence Part 2, the "Important Lesson Planning Considerations" section provides the teacher with background information related to initial instruction in spelling, writing, and reading. For example, it instructs teachers to "Review meanings of syllables, vowels, and consonants." In the "Planning" section of The Writing Road to Reading Teacher's Classic Guide, the chart of "Integrated Language Arts Lesson Objectives" for weeks 1 through 4 and the "Academic Week Planning" pages include italicized academic vocabulary words within the categories of spelling, writing, and reading. In the "High Frequency Vocabulary Instruction" section, the materials explain that Spalding's Spelling/Vocabulary Word List is based on the 1,000 most frequently used words compiled by Dr. Leonard Ayres and ranked by frequency.
Evaluation for 1.2b
The materials include videos on the Spalding website that demonstrate seven different instructional components of each lesson, which parents can use to support their child's learning. These resource videos are available in English only. Each video has a corresponding PDF that helps parents understand the skills being taught (e.g., counting phonemes, segmenting). However, these resources are not grade-specific fand are not explicitly labeled for parent use. The teacher guides, teacher resources in Dropbox, and the website do not include Spanish-language support for parents of English learners.
Evaluation for 1.3a
The materials include comprehensive, structured, detailed lesson plans with daily objectives. For example, Academic Day 1 outlines specific objectives for each component of the Spelling lesson, stating, "The student will . . . explain that me, do, and, go, at are made up of individual speech sounds." The Delivering section of The Writing Road to Reading Kindergarten Teacher's Classic Guide provides a procedures chart for each literacy category (spelling, writing, and reading), including guidance for checking student understanding. The Assessments section contains various assessments aligned with the lessons. For example, the Teacher's Guide states that teachers assess oral language development by listening to students speak, and that spelling assessments are recorded in students' Spalding Spelling/Vocabulary notebooks. The kindergarten Teacher's Guide provides daily objectives and a list of needed materials, such as phonogram cards, spelling notebooks, and worksheets. The materials do not include any listing of TEKS or ELPS in The Writing Road to Reading Teacher's Classic Guide, nor do they provide a correlation guide to accompany the weekly lesson plans. The materials do not contain questions to promote the use of language to meet language objectives. The materials do include instructions for students to read orally.
Evaluation for 1.3b
The Teacher's Guide "Introduction" section contains instructional resources for teachers and students. For example, teachers are expected to use the Writing Road to Reading book, phonogram cards, and letter formation posters, among other materials. The Teacher's Guide includes a list of read-alouds and the corresponding lesson, allowing teachers to prepare materials in advance. For example, in Academic Week 16, students listen to McCall-Harby 6, and the teacher explains the story elements. The materials include a suggested schedule for each lesson, as well as times indicated for each lesson component. For example, the Time Schedule states, "A minimum of 60 to 90 minutes is recommended for kindergarten language arts lessons . . . When faced with time restrictions, kindergarten teachers should focus on all spelling and sentence construction objectives found in lesson objectives." In daily lesson plans, the suggested time is listed next to the title. For example, the Phonemic Awareness section indicated 15 minutes of instruction.
Evaluation for 1.3c
The "Differentiation" section of The Writing Road to Reading Kindergarten Teacher's Classic Guide references extended learning opportunities through multisensory techniques. On the "Intervention and Enrichment" page of The Spalding Resource Center provides assignments that can be used for extended practice. The materials contain three levels of intervention lesson plans and recommend that Tier 1 students begin with Spalding Beginner Readers: Clean Up and sentence construction using a high-frequency vocabulary template. The Evaluating section of The Writing Road to Reading Grade Kindergarten Teacher's Classic Guide, differentiation for extension includes assignments that expand the lesson objective to the next level of difficulty and encourage exploration aligned to the lesson objective.
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)
1 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)
1 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.
1 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.
1 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.
1 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
1 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.
2 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.
2 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.
2 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.
2 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.
1 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.
1 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).
4 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).
4 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.
3 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.
3 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).
1 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).
1 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
46% (12 out of 26 points)
Evaluation for 2.1a
The materials include a variety of instructional assessments at the lesson level, including diagnostic, formative, and summative assessments that vary in types of task type and question formats. Diagnostic assessments are embedded in the reading assessments. For example, the materials state, "Administering the Fluent and Expressive Reading Checklist during the first week of school each year identifies students who are reading at a grade-appropriate level of accuracy and speed and those who need teacher-directed small-group instruction from the beginning." Materials include formative assessments at the lesson level that vary in both task types and question formats. For example, in The Writing Road to Reading Kindergarten Teacher's Guide, Academic Week 13, under "Systematic Phonics," the material states: "Read (say) and write phonograms ng, ea, aw, au." Under "High-Frequency Vocabulary," the materials direct teachers to, "Practice underlines, numbers, and brackets to prepare for dictation. Explain that English words do not end in v or mu. Read from the board me-she for spelling and reading." Another example of a formative assessment can be found in the Writing Road to Reading, in the chapter titled "Lessons, Procedures, and Why This Method Works." The materials state, "Informal assessment begins immediately as teachers listen to students identify examples of the attributes in grade-appropriate narrative passages, then informative passages, and last informative-narrative passages." All students are assessed at the end of the year to confirm mastery and demonstrate growth. For example, in Academic Week 32 of The Writing Road to Reading Kindergarten Teacher's Guide, the materials state: "Give the Monthly Spalding Spelling Assessment List 1 as the posttest to check children's spelling growth; if the school year has not yet ended by Week 32, administer Monthly test 4 in Week 32, and then administer the Spelling Assessment (List 1) as the posttest before school ends." The materials do not include a variety of question types. The questions are only in multiple-choice format. The materials do not include instructional assessment at the unit level, as the product is structured only by academic week.
Evaluation for 2.1b
The materials include assessments administered at the end of a unit, semester, or academic year, and define their purposes as evaluating learning, skill acquisition, and achievement. The "Evaluating" section of The Writing Road to Reading Teacher's Guide states, "Teachers evaluate children's daily, weekly, and monthly assessment data so the correct level of difficulty is maintained and planning for small-group interventions is implemented." The materials define a pretest in The Writing Road to Reading under the "Assessment" section, as a tool assessment to "measure students' knowledge of grade-appropriate vocabulary; attributes of four types of simple, compound, and complex sentences; conventions of paragraph construction; and elements of informative-narrative, informative, and narrative writing." In the "Assessments" chapter, the materials state, "Daily quizzes measure short-term memory of the week's spelling words and letter formation. Teachers record errors . . . so that the necessary skills can be retaught in small groups and reviewed the next week." The materials define summative assessments in the section titled "Monthly Progress-Monitoring Assessments for Systematic Phonics and Spelling of High-Frequency Vocabulary." The materials states, "teachers measure long-term retention of spelling words using one of the eight monthly Spalding Spelling Assessments . . . The goal is for students to spell one year above their grade placement so they can decode unfamiliar words encountered in subject-area reading." The Writing Road to Reading states that all assessments can be diagnostic, formative, or summative. The materials include examples of how to utilize diagnostic assessments to inform both enrichment and intervention.
Evaluation for 2.1c
The materials include teacher guidance to support the accurate administration of instructional assessments. Assessment strategies are included for each assessment type (spelling, writing, and reading) in the "Assessing" section of the Teacher's Guide. For example, the Spalding Spelling Assessments are used to monitor monthly progress. The Writing Road to Reading Kindergarten Teacher's Guide directs teachers to use only the illustrative sentences provided on the Spalding Spelling Assessment List. The text states, "Use only the illustrative sentences in which these words are contained. For List 1, say 'run—The boy can run—run.'" The materials include guidance on assessments, accompanied by a photograph in the teacher's manual, alongside specific directives stated as "The teacher will . . ." The directions specify whether copies should be made, how pronunciation practice should be delivered, and how many words should be dictated, among other considerations. Scoring directions are included with each assessment to guide teachers through the scoring process. For example, teachers are told that reversals, undotted i's or j's, or uncrossed t's all count as errors. The materials contain brightly colored "Tips" rectangles. The materials do not consistently provide guidance for administering instructional assessments. For example, in Academic Week 14, the materials state: "For HFV objective 2, give a daily quiz (Days 2–4) on words entered the day before; give a weekly quiz (Day 5) on all words (can–top) for progress monitoring." However, these quizzes are not mentioned in earlier academic weeks. In Academic Weeks 17–18, both daily and weekly spelling and comprehension assessments are noted. In Academic Week 19, only daily and weekly spelling assessments are mentioned. In Academic Weeks 20–24, daily and weekly spelling assessments are not referenced, but in Academic Week 20, Text Structure cards are presented as a check for understanding before introducing the Mental Actions. In Week 21, the first Spelling Test Assessment I is given as a pretest. In Weeks 22 and 23, a Reading Assessment is added. In Week 23, the Teacher's Guide suggests a progress monitor of comprehension. Week 24 presents another progress monitor for comprehension.
Evaluation for 2.1d
The diagnostic, formative, and summative assessments align with the course objectives. In Academic Week 21, the materials guide teachers to "give the first Spalding Spelling Assessment List I as a 'pretest,' which serves as a mid-year kindergarten diagnostic tool." Formative and summative assessments are paired with lesson objectives. As stated in the lesson plans, "For Test Structure objectives, use the Spalding Text Structure Cards to check understanding before introducing the first three mental actions." The Recommended Language Arts Scope and Sequence outlines grade-level objectives aligned with the instructional assessments. The materials contain formative, summative, or diagnostic assessments, but they do not align with the TEKS. In the Writing Road to Reading section titled "Lessons, Procedures, and Why This Method Works," the materials state, "Administering the Fluent and Expressive Reading Checklist during the first week of school each year identifies students who are reading at a grade-appropriate level of accuracy and speed and those who need teacher-directed small-group instruction from the beginning." This section does not mention or explain the TEKS grade-level expectations.
Evaluation for 2.1e
Levels of complexity are not consistently applied across assessments. The instructional assessments are not TEKS-aligned. The reading assessments do not include text at varying levels of complexity and are categorized only by grade level. While spelling words vary in difficulty, they do not reflect varied levels of complexity. The assessments are not explicitly aligned to TEKS. The materials do not include any guiding documents, such as TEKS correlations, that would help teachers align existing assessment items to TEKS or identify how they reflect the appropriate levels of complexity for grade-level expectations.
Evaluation for 2.2a
In the Teacher's Guide, the "Assessing" section states, "The purpose of this section is to help teachers monitor each child's progress as part of an effective assessment routine. This section includes spelling, writing, and reading assessment strategies and the Spalding Spelling Assessments to make testing and record keeping easy." In the Teacher's Guide, the "Evaluating" section under the heading "Analyzing Daily Spelling Quiz Data" guides teachers to "Examine the work for common types of errors." Examples of common errors include incorrect phonograms, improper application of rules, and misuse of homophones. The Kindergarten Teacher's Classic Guide includes guidance on spelling assessment data. It recommends increased practice identifying difficult phonograms and reviewing explanations of spelling rules for words students missed. The text also guides the teacher on improving daily practice of reading words for spelling, offering independent activities, and allocating more time to small-group instruction for those who struggle. The scoring information in the materials does not guide teachers in interpreting student performance. The materials include an "Evaluating" section that instructs teachers to "analyze handwriting performance (using the manuscript handwriting criteria in this section). Put a tiny check beside each missed word, then return quizzes, provide specific, immediate feedback, and reteach as needed." The text also states, "If most children stay at the same score for several months, identify the reason and provide solutions." There is no guidance on targeted supports to meet student needs.
Evaluation for 2.2b
The Phonemic Awareness Evaluation Strategies state, "The teacher will provide flexible small-group practice for children having difficulty hearing or saying vowel sounds based on the assessment." The text guides the teacher to explain mouth formations when saying open vowel sounds by demonstrating the position of the mouth, lips, and tongue. The Analyzing Daily Spelling Quiz Data section of the text states, "Explain the rules for the words missed. Have children explain the rule (if any), then say the sound(s), and carefully write the word no more than three times to strengthen muscle memory, and have children study words missed for the weekly test."
Evaluation for 2.2c
The materials include tools for teachers to track student progress and growth. The Writing Road to Reading Teacher's Guide instructs teachers to evaluate students' daily, weekly, and monthly assessment data to maintain the appropriate level of difficulty and plan for small-group interventions. The materials also include a spelling and vocabulary workbook that teachers use to evaluate students' application of learning. The Spalding Sentence Writing Checklist guides teachers in assessing sentence types introduced. For example, "Begin assessing sentence construction orally in Week 8 (declarative), Week 10 (interrogative), Week 13 (exclamatory), and Week 16 (imperative)." The materials instruct teachers to guide children in evaluating the accuracy and legibility of their handwriting in spelling notebooks. The materials do not include tools for students to track their own progress and growth.
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.
3 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.
3 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.
1 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.
1 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.
3 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.
3 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.
1 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
1 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.
1 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.
1 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
52% (14 out of 27 points)
Evaluation for 3.1a
The materials include teacher guidance for differentiated instruction for students who have not yet reached proficiency on grade-level content and skills. Lessons emphasize the importance of individual and small-group instruction and include explicit strategies for reteaching skills or concepts. These strategies feature modeling, specific directions, coaching as students attempt skills, and supervised practice until mastery is achieved. It also notes that daily practice can be adjusted so students can demonstrate proficiency through oral responses rather than written ones, providing flexibility tailored to learner needs. The materials include teacher guidance for differentiated, paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills. The Teacher's Guide offers scaffolding support during High-Frequency Vocabulary lessons. Teachers are instructed to "provide multiple opportunities for students to use the words in oral, then written sentences." In the Writing Instructional Strategies and Procedures section, teachers are guided to differentiate for students with language challenges. These students may begin with oral sentence composition, focusing on identifying components like capital letters and periods. Once ready, they add these elements when writing, as highlighted in the guide: "Students who have language disabilities or difficulty with fine-motor control continue composing oral sentences. These students will hear explicit instruction in a whole group, participate in the dialogue, but initially compose one or two oral sentences, identifying the attributes they would add (capital and period) if written." The materials offer scaffolded support within selected lessons. For example, in the Teacher's Guide during High-Frequency Vocabulary instruction, teachers are directed to "provide multiple opportunities for students to use the words in oral, then written sentences." In writing instruction, students with language or fine-motor difficulties begin by composing oral sentences while identifying writing conventions such as capitalization and punctuation. This approach enables a gradual release of responsibility, based on the student's readiness. The materials do not include differentiated activities for students who have not yet reached proficiency on grade-level content and skills.
Evaluation for 3.1b
The materials include pre-teaching or embedded supports for vocabulary in text (e.g., figurative language, idioms, academic language). The materials instruct the teacher to introduce concepts such as author's purpose, narrative elements, precise language, and universality. The materials guide the teacher in informing students about the meaning of these terms and how to identify related textual evidence. For example, on Academic Day 1, the Text Structure Objective 2 directs students to "Listen to teacher model narrative text structure using The Kissing Hand to identify who it is about (Chester Raccoon and Mrs. Raccoon), where and when it happened (edge of the forest during the day)." The materials include pre-teaching or embedded supports for references in text (e.g., figurative language, idioms, academic language). In Academic Week 8, Text Structure Objective 3 guides, "Listen to informative text structure using Cranberries; identify author's purpose, topic, and information; cite evidence from text to support thinking." Tips along the margin instruct teachers to refer to the "Elements of Informative" poster, located in the Dropbox.
Evaluation for 3.1c
The materials include teacher guidance for differentiated instruction for students who have demonstrated proficiency in grade-level content and skills. The materials instruct the teacher to provide higher-level thinking questions during direct instruction to students who have shown mastery of grade-level skills. These questions may include making connections, reformatting, or summarizing. The materials include teacher guidance for enrichment and extension activities. For example, teachers are encouraged to assign independent activities that extend the day's lesson objective to the next level of difficulty, integrating ELA skills into other content areas, encouraging self-reflection of student or teacher-chosen books, and encouraging exploration aligned to the lesson, such as conducting a research on a related topic.
Evaluation for 3.2a
The Writing Road to Reading provides procedures for introducing phonograms with precise dialogue. The dialogue for the phonogram /a/ instructs the teacher to show the card, identify it as having three sounds, and have students repeat the sounds. The program includes steps for teaching word usage, such as instructing students to listen to how each spelling and vocabulary word is used in sample sentences. Steps are outlined in detailed procedures for teaching word usage. An example dialogue for the teacher states, "Class, when I dictated words earlier this morning, I used each word in a sentence. The first word in your notebook is me. Listen carefully as I compose the word me in a sentence." The materials offer guidance to support teachers in modeling and explaining the learned concepts. For example, Writing Road to Reading outlines how to present the Spalding Spelling/Vocabulary Word List in a consistent manner across multiple years of instruction. In the "Instructional Tips" column, teachers are provided with specific "say" directions to ensure consistent language when presenting skills. For example, when teaching the word can, the teacher is instructed to say, "Use the phonogram that says k, s." In Academic Week 26, the materials instruct teachers to model an informative paragraph on the board using pronouns such as he, she, it, they, them, him, her, its, and their. The guidance instructs that kindergartners are not expected to label pronouns as third-person.
Evaluation for 3.2b
The primary instructional approach is direct instruction, accompanied by teacher modeling. In Academic Week 16, students have the opportunity to engage in retelling. They listen to a story, and the daily objective simply states, "Retell the story using specific details." There are no examples of collaborative structures, student think-alouds, student discourse, or flexible groups.
Evaluation for 3.2c
Materials support multiple (more than two) types of practice (e.g., guided, independent, collaborative) to support effective implementation. The materials include suggestions for incorporating both guided and independent practice. For example, teachers are encouraged to plan for variation in skill mastery throughout the year. It states, "Spalding teachers evaluate children's performance every day and then adjust instruction using a combination of whole group, small group, and individual instruction to ensure that all children achieve." The Spalding Level 1 Word Builders is used in a cooperative learning setting. Students form an outer circle and an inner circle so that each student faces a partner. Students in the inner circle show side 1 of their cards to their partners, while those in the outer circle explain the spelling of the derived word. If needed, students prompt their partners until the concept is correctly explained. Materials include guidance for teachers to support effective implementation. In Academic Week 15, students read the be-goodspelling list for reading. Then, teachers "explain syllable types, pronunciation, spelling, markings, and/or rules." Whole-group instruction is used to introduce new content, with teachers modeling concepts such as sentence structure, parts of speech, and writing processes through think-alouds and demonstrations on the board. Small-group instruction provides flexible support for students who need intervention or enrichment, particularly those new to the Spalding Method or struggling with specific skills. For example, teachers may reteach phonograms, review spelling rules, or focus on phonemic awareness. Individual instruction is differentiated based on ongoing assessments, utilizing blank forms to tailor support.Meanwhile, students engage in independent activities, such as writing and marking words at their desks.
Evaluation for 3.3a
The materials do not include teacher guidance that provides linguistic accommodations at various levels of language proficiency. The materials are designed for a monolingual audience.
Evaluation for 3.3b
The materials do not include implementation guidance to support teachers in effectively using the materials in state-approved bilingual and ESL programs; the materials are designed for a monolingual audience.
Evaluation for 3.3c
The materials do not include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, or making cross-linguistic connections through oral and written discourse; the materials are designed for a monolingual audience.
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.
2 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.
2 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)
2 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)
2 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.
2 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.
2 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.
4 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.
4 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.
1 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.
1 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.
3 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.
3 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
42% (13 out of 31 points)
Evaluation for 4.1a
The materials introduce phonics skills in an order that does not reflect a consistent progression from simple to more complex. In Academic Week 1, students are introduced to the letters o, c, a, and d. In Week 2, they are introduced to f, g, s, and the digraph qu. The digraph qu appears before students have been introduced to all short vowels and remaining consonant sounds. In Academic Week 5, the materials direct teachers to teach spelling rules related to l, f, and s following a single vowel, and to explain syllable division and pronunciation rules for words such as ago, will, into, of, and be. These skills are presented before students have learned the full set of short vowel sounds and basic consonants. The materials do not provide evidence of opportunities for review or reinforcement of previously introduced letter-sound correspondences prior to this transition.
Evaluation for 4.1b
The materials provide explicit practice of phonics sound-symbol correspondence skills in isolation. For example, on Academic Day 3, students read and write the phonograms o and c using the Phonogram Card booklet, which includes a scripted routine for introducing sounds, modeling sound-symbol relationships, and providing blending practice. In Academic Week 5, students segment and blend words with the short vowel a, using letter cards to build and read words such as cat, bat, and sat. In Academic Week 12, the phonics lesson introduces silent e, but the assigned text, Ben Visits the Farm, is used to develop fluency and includes words with phonics patterns not yet taught, such as vowel teams and multisyllabic words. McCall-Harby 29, used on Academic Day 3, is part of a literary elements lesson and is not a decodable text aligned to the phonics pattern introduced that week. The materials introduce a new set of phonics patterns each week; however, there are no designated review weeks or repeated practice routines to revisit previously taught patterns in isolation or through decodable texts.
Evaluation for 4.2a
The Spelling Instructional Strategies and Procedures section of the teacher's guide, under the heading "Systematic Phonics: Phonogram Sounds," states that teachers will "model saying the sound or sounds of one new phonogram four days a week." The Phonogram Cards Booklet provides teacher guidance for modeling the pronunciation of phonograms. For example, the phonogram d includes instructions to "Press tip of tongue against upper ridge behind teeth, then voice sound. Keep your jaw still." In Academic Week 9, the materials instruct, "Read (say) and write phonograms ou, oo, ch, ar. Introduce one per day—Days 1–4."
Evaluation for 4.2b
The daily lessons include opportunities for explicit (direct) guided instruction. The Comprehension Spelling/Vocabulary Word List found in The Writing Road to Reading provides "Instructional Tips" that offer specific guidance on how to present each word, along with corresponding rules. For example, for the word me, the tip states, "In me, the e says /e/ at the end of a syllable. Remind children that a syllable is a word or part of a word that is said in one impulse (beat) of the voice." Academic Day 3 contains a sidebar that explains how to interpret abbreviations in the teacher guide. The materials state, "M/CK/C means "model each new learning, ask Check for Understanding questions, then coach as children attempt the task." In Academic Week 18, the materials guide teachers to reference the "Check for Understanding/Coach" prompt on five different objectives. However, the materials do not provide Check for Understanding questions. The materials do not guide teachers on how to coach or provide feedback. The materials do not provide guidance on how to check for understanding or adjust instruction.
Evaluation for 4.2c
The materials do not include opportunities for collaborative learning. The Writing Road to Reading suggests that teachers set up classrooms with all seats facing forward during explicit instruction to focus students' attention on lesson content. While the materials mention the option of providing alternative seating for individual, small-group, or collaborative activities, the teacher guides do not contain collaborative activities. Daily lessons include a variety of opportunities for independent phonics. For example, in Week 15, the teacher's guidance for independent practice states, "Show children the picture of notebook page 3, and then have them write the words that illustrate the first three jobs of e . . ." On Academic Day 11, students say, finger-write, and air-write phonogram b using sand or on the Clock Face Card while teachers model, check for understanding, and coach. Later in the same lesson, students say and write phonograms o-b on Spalding 5/8" lined paper.
Evaluation for 4.3a
The materials include practice activities throughout the curriculum. In Academic Week 9, students read and articulate /sh/, /ee/, /th/, /ow/, /ou/, /oo/, /ch/, /ar/, and review seven previously introduced phonograms. In Academic Week 23, the materials state, "All 70 phonograms have been introduced. Continue to practice the multi-letter phonograms that the children have difficulty pronouncing and writing automatically." The materials do not include intentional, cumulative phonics review across the curriculum. New skills are introduced in each academic week. Academic Week 32 introduces new words to decode. In Academic Week 32, lessons continue to introduce new phonics skills, including decoding multisyllabic words and applying high-frequency words. Students are asked to segment, write, and blend words such as dance and zero, but the supporting phonograms or related vocabulary notebook routines have not been previously introduced.
Evaluation for 4.3b
The materials provide practice opportunities that align with phonics skills explicitly taught in prior lessons. On Academic Day 2, the teacher introduces the sound and phonogram o. On Academic Day 3, students review o and are then introduced to c. A new phonogram is introduced each day through Academic Day 9, at which point students read, say, and write all phonograms that "begin at the 2 o'clock position," including o, c, a, d, f, g, s, and qu. Students then read decodable words containing these phonograms, such as dad, dog, fad, fog, gag, gas, sad, and sag.
Evaluation for 4.3c
The materials include decodable texts that introduce phonics patterns and multisyllabic words not previously taught. In Academic Week 11, students read the decodable text A Trip to the Park, which includes more than 30 instances of phonograms such as ou, oo, ch, and ar. The text also features multisyllabic words, such as Chicago and cannot, which have not been explicitly taught in prior instruction. The presence of untaught content limits students' opportunities to apply only learned phonics skills and disrupts cumulative practice. In Academic Week 19, students read the decodable text Learning About Dogs, which includes over 55 phonograms, including ph and ough. The text also introduces multisyllabic words, such as mammal and nurses, which have not been previously instructed. The phonogram focus does not represent grade-level-appropriate instruction.
Evaluation for 4.3d
The lessons include an instructional focus with opportunities for practice in isolation. For example, in Academic Week 1, "Segment/blend or count sounds in me, do, and, go, at, on, a." The instructional text also states, "Say, count, blend sounds in spoken words me, do, go, and at." In Academic Week 7, the materials provide isolated practice with word lists for the teacher to explain pronunciation, spelling, markings, and rules. The lessons do not include an instructional focus with opportunities for practice in decodable, connected text. In Academic Week 12, the phonics lesson teaches the silent e, while the decodable reader Ben Visits the Farm focuses on developing fluent and expressive reading skills. The "Planning" section description of Series I Leveled Readers states that all the decodable texts have skills that are not specific to the lesson's skill.
Evaluation for 4.4a
The assessment tools included in the materials are designed to progress from simple to more complex tasks. For example, spelling lessons and subsequent assessments based on the Spalding Language Arts Circle begin with spoken words and progress toward written expression. "First, children are taught that spoken words are made up of individual sounds (phonemes). Each day, they segment the sounds in spoken words and then blend the sounds (phonemic awareness). Beginning on Academic Day 2, they learn one letter (phonogram) that represents an individual speech sound or sounds (phonics)." The Oral Phonogram Assessments (both daily and weekly) support grade-level learning as students apply phonetic knowledge by identifying the familiar sounds that letters represent. In these assessments, the teacher evaluates students' accuracy and automatic pronunciation of up to 20 phonograms simultaneously. The materials include the Daily Written Phonogram Assessments, which require students to form all uppercase and lowercase letters using appropriate directions accurately. Students are assessed on their ability to form letters for each new phonogram. The Writing Road to Reading includes 1,000 high-frequency words that were compiled by Dr. L. Ayres at Columbia Teachers College. The text states, "Demonstrate and apply phonetic knowledge by identifying and reading at least 25 high-frequency words from a research-based list." The Spalding Spelling Assessments consist of eight standardized 50-word tests of equal difficulty. These are used to determine monthly progress and to provide a single source of data by which teachers can refine instruction at both the classroom and individual levels. All students are assessed at the end of the year to confirm mastery and demonstrate growth In the " Administering the Writing Assessment" section of the Assessing section of The Writing Road to Reading Kindergarten Teacher's Guide, the student is asked to "use selected spelling words to compose one or two oral/written simple declarative sentences that demonstrate usage and meaning of unfamiliar spelling words . . ."
Evaluation for 4.4b
The materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills. For example, the Assessment & Record Keeping Forms include both individual and class report forms for progress tracking. These include an individual oral phonogram assessment form, a written phonogram pre- and post-assessment form, Spalding Spelling Lists 1 through 8, a post-test, a class Instructional-level tally sheet, and a Spalding Spelling class progress sheet. The "Assessing" section of The Writing Road to Reading Kindergarten Teacher's Guide states, "Monitor children's progress as they develop correct directionality when writing each new phonogram. Record phonograms that require daily letter formation practice. Identify children who need additional help for small-group instruction (see Evaluating Skills Mastery)." The progress monitoring tools lack accuracy, as they do not assess what is appropriate for that particular grade level. Tools are not aligned to grade-level standards.
Evaluation for 4.4c
The "Assessments" section of The Writing Road to Reading states, "Daily quizzes measure short-term memory. Teachers provide daily quizzes on words written in the notebooks the previous day." Weekly quizzes assess the short-term memory of the week's spelling words and letter formation, and are administered on the same day each month. Students begin with oral mastery of phonograms and then advance to written mastery using the Spalding notebook. The progression starts in Week 1 with oral development, and by Week 13, students transition to recording phonograms and corresponding vocabulary in their notebooks. This practice continues through Week 32, as students advance through lists A–H. Teachers check for errors in spelling, rules, and formation. Students make corrections before moving forward. Teachers may use the "Evaluating" tools to create a class snapshot of the phonograms that need to be retaught in whole-group or small-group settings. The materials include recommendations for formally assessing students each month throughout the school year. For example, the "Assessing" section of The Writing Road to Reading Kindergarten Teacher's Guide provides teacher directions for administering initial, monthly, and post-spelling assessments. Teachers are instructed to administer the monthly and post-assessment (List 1) before the end of the school year.
Evaluation for 4.5a
The materials do include guidance to teachers stating that if students are showing low growth, they should reteach lessons. The materials lack tools to make informed instructional decisions that accelerate instruction.
Evaluation for 4.5b
The materials include data-management tools for tracking whole-class student progress and analyzing spelling patterns. The Writing Road to Reading Teacher's Guide contains a chart titled "Spalding Spelling Class Progress Report," which allows teachers to track class progress on weekly spelling assessments. The materials state, "On about the same day each month, record each child's grade status score on each successive Spalding Spelling Assessment List." The materials do not include tools to analyze student needs.
Evaluation for 4.5c
The materials contain practice for children who have challenges after the teacher provides whole-group modeling. The materials do not include specific guidance on determining the frequency of progress monitoring based on students' strengths and needs.
Evaluation for 4.5d
The materials include guidance on how to adjust Tier 1 instructional pacing based on progress-monitoring trends, however, this guidance is not specific to particular concepts or accelerated-learning needs. The materials do not include guidance on how to accelerate learning based on progress-monitoring data to reach mastery of specific 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.
0 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
0 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.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 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.
1 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.
1 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.
2 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.
2 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.
1 out of 1 points
Evaluation for 4.3b
Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
1 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.
1 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.
1 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.
1 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.
1 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.
1 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.
1 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
19% (18 out of 95 points)
Evaluation for 5.B.1a
The materials include explicit instructional guidance on developing oral language through a variety of methods, including modeling, independent practice, and teacher monitoring. On Academic Day 1, teachers model vocabulary in oral sentences, such as explaining how the word at indicates a relationship in the sentence, "The children are at school." Students then practice composing their oral sentences using the word. Additional guidance in The Writing Road to Reading includes scripted teacher dialogue to model word usage and meaning (e.g., "Give me the book. Me is a word that takes the place of a speaker's name"). This guidance prompts teachers to reinforce correct usage across lessons and in student speech. The materials do not provide structured opportunities for students to engage in discussions, express opinions, or use oral language to think critically. For example, in the "Framework for Designing Lessons," the materials guide teachers to "model, coach, and align activities." The materials do not provide direction for engaging students in oracy. In Academic Week 27, teachers compose oral and written sentences that demonstrate meaning and usage of unfamiliar words. However, there is no guidance for teachers on how to build these tasks into a broader progression of oral language instruction. While the materials reference oral language in general terms, they do not provide systematic support for developing oracy. For example, the Kindergarten Teacher's Classic Guide states, "Begin listening to children's oral language and their responses to phonemic awareness, phonogram introduction, and prewriting activities." The materials do not include instructions on how students should engage in oral activities with peers or how teachers can support deeper oracy development beyond surface-level responses.
Evaluation for 5.B.1b
Students respond orally to the teacher by answering questions or using new vocabulary. In Academic Week 9, students communicate the title and author of the decodable text, Tomatoes. In Academic Week 10, they say and blend spoken words from a given list. In Academic Week 20, students listen to a narrative text structure using McCall-Harby 8 and identify the author's purpose, narrative elements, and retell the story using specific details. Students respond only to teacher-directed prompts, such as answering questions or using vocabulary in isolated sentences. For example, students may practice by saying words like me or at in response to teacher modeling but do not initiate conversations or ask questions. The materials lack opportunities for social communication prompts, such as those that support personal sharing, turn-taking in conversations, or responding to a peer's idea. Students respond directly to the teacher. The materials do not contain structured opportunities for students to explain their thinking to a peer, present to a group, or engage in academic dialogue beyond teacher interaction.
Evaluation for 5.B.1c
The materials prompt teachers to set a purpose for listening. In Academic Week 13, students listen to an informative-narrative text structure using the White Rabbit's Color Book. The teacher sets the purpose for listening as to identify the author's purpose, narrative, and informative elements. The lesson delivery consistently centers on the teacher's explanation and students' responses to direct questions. On Academic Day 4, students listen to excerpts of Muncha, Muncha, Muncha. The teacher explains how emotional appeal evokes feelings of happiness, sadness, fear, or compassion and provides examples. There is no discussion prompt or opportunity for students to ask questions; students are only responding to the teacher in a question-and-answer format, without opportunities for discussion or sharing ideas.In Academic Week 14, the materials instruct, "Listen to informative-narrative text structure using 'I Love Trains' [and] identify the author's purpose and narrative and informative elements." This is a question-and-answer with no opportunity for discussion or sharing of ideas. In Academic Week 21, students read the decodable text Learning About Sheep in unison, three to four pages per day, to develop fluent and expressive reading skills. No further instructional direction regarding discussion for understanding or collaboration is provided.
Evaluation for 5.C.1a
The materials explicitly teach letters in alphabetical order rather than in order of utility, and the materials do not associate with the letter sounds. On Academic Day 1, students examine the Spalding alphabet letter strips and recite each lowercase letter name: a, b, c, d, e. The activity continues through Academic Day 5, and then on Day 6, students begin reviewing and reciting the lowercase letter names in alphabetical order. The materials introduce "phonograms" with similar visual features along with their sounds, as the sequence is organized around handwriting. For example, the first eight phonograms introduced are based on phonograms that "begin at the 2 on the clock" and include a, c, d, f, o, s, and qu. The materials include instructions on writing capital letters; however, there is no indication that these are explicitly connected to the lowercase letters or sounds. The Grade-Level Sequence states, "After kindergarteners can write the lowercase letters correctly, introduce the capitals needed to write their names." All sounds associated with these phonograms are introduced simultaneously, rather than starting with the most common sound and gradually building in complexity. The c phonogram instructs teachers to produce the /k/ /s/ sounds when giving instructions. The materials do not include an introduction to the letter names with corresponding sounds, as they only describe them as "phonograms." The instructional strategies guide teachers to "show each phonogram card and say the sound or sounds precisely—not letter names, because the names of only five letters (the vowels a, e, i, o, and u) are sounds, and their names are not their most common sounds."
Evaluation for 5.C.1b
The materials include teacher guidance to provide explicit, direct instruction to teach sounds corresponding to the 26 uppercase letters. For example, the instructional strategies outlined guide teachers to say the sound or sounds of each capital letter before demonstrating how to write it. The materials include teacher guidance for providing explicit, direct instruction in teaching letter sounds. For example, the instructions for phonogram card 5 (g) direct the teacher to show the phonogram card and say the two associated sounds: /g/ and /j/. Students then repeat the sounds. As students write the phonogram, teachers are instructed to coach and monitor them as they say the sounds and repeat the directions for writing the letter. Another example in The Writing Road to Reading instructional text, in the phonogram list located in the "Instructional Materials" section. This list provides teachers with guidance on teaching the letter sounds. For example, for the letter d, the materials state, "Press tip of tongue against upper ridge behind teeth, then voice sound. Keep your jaw still." The materials introduce uppercase letters separately from lowercase letters. When presenting uppercase and lowercase letters, the focus is on proper writing usage, rather than the student's ability to identify the letters with automaticity. For example, in The Writing Road to Reading instructional text, under "Lessons, Procedures, and Why This Method Works," the materials instruct: "Teach the formation and use of capital letters and require beginners of any age to state the reason each time they use a capital. When students learn that a capital is used only where the rules of English require it, they will not insert capitals indiscriminately." In the Kindergarten Teacher's Guide, guidance is provided to continue with daily practice until students perform the corresponding sounds of the phonograms automatically. For example, in Academic Week 7, students read the sounds of 26 phonograms in the daily Oral Phonograms Review. Then, in Objective 3, they also say and write 15 of these 26 phonograms as a daily review. In The Writing Road to Reading chapter "Assessing Skills Mastery," teachers are instructed to "reteach and include these in daily reviews until automaticity is achieved." Daily oral and written review of phonograms ensures automaticity of sound. The materials do not include an introduction of the lowercase or capital letter names, as they only describe them as "phonograms." For example, the instructional strategies guide teachers to "show each phonogram card and say the sound or sounds precisely—not letter names."
Evaluation for 5.C.1c
The materials include teacher guidance to provide explicit and systematic instruction in forming uppercase letters. In The Writing Road to Reading instructional text, the section titled "Lessons, Procedures, and Why This Method Works" provides instructional strategies for teachers. For example, it states, "All capital letters are tall. Capital letters almost fill the space between the baseline and the line above. The rules for round lowercase letters also apply to the following capital letters . . ." followed by a list. The precise dialogue for phonogram card 2 instructs: "Start at the 2 and go up and around the clock, touching the baseline and stopping at 4." For uppercase letters, the materials state: "The rules for round lowercase letters also apply to the following capital letters: C, G, O, Q, S. They each start at 2 on the clock and go up. Since they are tall letters, the round parts are somewhat elongated vertically." Capital letters systematically begin with the round capital letters (C, G, O, Q, S), followed by capital letters with vertical lines starting at the top (A, E, F, H, I, J, T), and finally capital letters formed just like their lowercase letters (V, W, X, and Z). The materials provide explicit instruction for forming lowercase letters, as outlined in The Writing Road to Reading. In the section titled "Lessons, Procedures, and Why This Method Works," scripts are provided to the teacher to instruct the students. An example states, "I will show you how each letter is written . . . This is a short letter. Short letters fill the space between the mid-point and the baseline. Form the letter without lifting the pencil." Students are introduced to the phonograms based on their formation. For example, beginning with "Academic Day 2," students read the lowercase phonogram o and finger write it. On successive days, the following seven phonograms are added: a, c, d, f, g, s, and q, because these are formed using knowledge of the 2 o'clock position. The instructional sequence has students say the sound and then write its shape. For introducing lowercase phonograms 9–26 (the "line" letters), students learn four letters per week.
Evaluation for 5.C.1d
The materials only include one activity and resource for developing and practicing alphabet knowledge in isolation. The teacher shows the phonogram card, and students write the corresponding phonogram on Spalding 5/8" lined paper. For example, in Academic Week 5, under Systematic Phonics with Handwriting Objective 5, students will: "Read (say) and write phonograms a–o, qu, s, u, p, r, t, v on Spalding 5/8" lined paper; analyze and evaluate handwriting for letters sitting on the baseline." The materials do not include opportunities for students to practice alphabet knowledge in the context of meaningful print. In Academic Week 20, students practice writing a, c, d, and f. There is no further activity to practice these in meaningful print.
Evaluation for 5.C.2a
The materials introduce letter–sound relationships in an order that allows for decoding application. For example, in Academic Days 1–8, students are introduced to the phonograms o, c, a, d, f, g, and s. On Academic Day 9, students decode words using the following phonograms: dad/dog, fad/fog, gag/gas, and sad/sag. It should be noted that letter names are not introduced; only the phonograms and the sounds they represent are presented. The materials explicitly introduce letter–sound relationships for basic encoding. The materials state, "Spelling is taught from the spoken word to the written form. The relationship of each sound to the written symbol is thus made clear. When children say and write . . . they segment spoken words, write these words . . ., then read them." Teachers explain how to say a word, use it in a sentence, and then say each sound while using their fingers to represent the sounds before writing them. One word that is emphasized in this dialogue is the word me. The text notes that "clock" lowercase letters are introduced first (a, c, d, f, g, o, s, and q). The materials do not systematically introduce letter–sound relationships in an order that supports decoding and encoding, as letters with similar visual and auditory features are introduced simultaneously within the scope and sequence. For example, materials introduce the phonograms c (both sounds /k/ and /s/) and s in the first eight Academic Days, and students are asked to decode words using these phonograms.
Evaluation for 5.C.2b
The materials include decoding and spelling routines but lack instructional guidance for providing feedback. The teacher guide directs students to read dictated words by sound or syllable and blend them to form whole words. Students may also select notebook pages for review. The only teacher direction is to "continue this process until children automatically spell these words correctly on tests and in sentences," without support for how to respond to student errors during instruction. Teachers are prompted to check for understanding by asking students to explain the rules. For example, a correct response may be: "The e in me says /ee/ because it is at the end of a syllable." When the teacher asks students to explain the spelling of the word will, students may reply: "We write another l because will is ĭ one syllable and the l follows a single vowel saying /i/." The materials do not provide information about common decoding mistakes and how to address them. The materials do not provide guidance to help teachers identify common decoding or encoding errors or deliver explanatory feedback. For example, when a student says, "We write another l because will is a one-syllable word and the l follows a single vowel saying /ĭ/," the teacher guide does not clarify whether this reflects accurate understanding or how to address misconceptions. While students may explain rules such as, "The e in me says /ē/ because it is at the end of a syllable," the materials do not include prompts, sample teacher language, or corrective strategies to support student learning. The materials instruct the teacher to have students read the newly dictated words each day by sound or syllable, and then blend sounds to form words as they are pronounced in normal speech. Students then are guided to read previously dictated words by sound or syllable, and then blend the sounds to form words as they are pronounced in everyday speech. Occasionally, students choose notebook pages. The only guidance is for teachers to "continue this process until children automatically spell these words correctly on tests and in sentences."
Evaluation for 5.C.2c
The materials do not include a variety of activities for students to develop and practice applying letter–sound correspondence to decode one-syllable words in isolation. For example, in Academic Week 6, students are to say and blend spoken words that include six, by, bad, must, band, and cold. The lessons lack a variety of activities, and the vocabulary is not grade-appropriate. The words also include a variety of different syllable types within a lesson. In Academic Week 16, students are to read and write phonograms: oa, gu, ew, ui, ck, wh, and ed. Students also explain the spelling for the words, have, chance, little, and time. These activities are not grade-level appropriate. The materials do not include a variety of resources and activities to develop understanding of applying letter–sound correspondence to decode one-syllable words in decodable connected text. For example, students only use a single activity, such as reading an assigned decodable text. In Academic Week 6, the students read the decodable text Learning About Dogs. The phonograms practiced in the decodable text are /ph/ and /ough/, which are not grade-level appropriate. Additionally, the words students practice in guided practice are not the /ph/ and /ough/ sounds, but rather words such as six, by, must, band, and cold. In Academic Week 11, students read the decodable text Learning About Deer, with a focus on phonograms ei and eigh, which are not grade-level appropriate. The materials do not provide a variety of activities or resources for cumulative review that systematically revisit previously taught syllable patterns. Beginning in Academic Week 27, the materials instruct, "Read (say) sounds of 20 phonograms that they have difficulty pronouncing," and the materials also do this in subsequent weeks, which would be systematic. However, there is a lack of variety in activities for cumulative review of one-syllable words, either in isolation or in decodable texts. This is a review of phonograms, multi-syllabic words, and spelling patterns not on grade level.
Evaluation for 5.D.1a
The materials instruct students to segment, count, and blend sounds in Academic Week 1 before rhyming words in Academic Week 2. The Phonemic Awareness objectives for Academic Day 1 state that students will be able to explain that words are composed of individual sounds and identify, count, and blend sounds in spoken words, such as me, do, go, and at. Syllables are not introduced until Academic Week 3. The sequence does not follow TEKS simple skills and gradual transitions to more complex skills. On Academic Day 5, the students are expected to identify beginning and ending sounds simultaneously in the words ten, tan, tin, and ton, as well as recognize if the sounds are similar or different. In Academic Week 5, students segment words in sentences. The materials do not include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS. The Navigation Guide further states there is no TEKS alignment included.
Evaluation for 5.D.1b
The materials only provide general instructions for phonological awareness without addressing specific errors or misconceptions, leaving teachers without guidance on how to correct common mistakes students make during phoneme identification or blending. The Writing Road to Reading states, "Most students develop phonological awareness rather quickly. However, students with language disabilities and those whose primary language is not English may need extra help, in small groups, with segmenting spoken words into individual phonemes (sounds) and blending sounds in spoken words." The materials do not provide teachers with guidance on how to correct errors or misconceptions. The materials include instructional tips in a sidebar connected to daily lesson plans that help teachers focus on elements of phonological awareness instruction. However, the materials do not support teachers with feedback for students based on common errors or misconceptions. Some of the tips include the following: use finger cues to identify individual phonemes in words; expand phonemic awareness by comparing different beginning and ending sounds; and children recognize ago and into as syllables rather than sounds.
Evaluation for 5.D.1c
The materials do not include the use of memory-building strategies for students to develop, practice, and reinforce phonological awareness skills. Students complete phonological awareness activities orally with the teacher, who uses hand motions during the lesson. In The Writing Road to Reading under Phonemic Awareness instruction, the materials state that the teacher says a high-frequency word in normal speech, students hear the word and see the teacher hold up fingers to represent each sound in the word (two fingers for me: /m/, /ee/) while the teacher points to each finger. Students say the sounds and then blend them back together. The materials do not incorporate memory-building strategies such as rhymes, chants, or songs to strengthen sound memory. The materials do not include tools such as manipulatives, sound boxes, or interactive activities to support the repeated practice and retention of phonological awareness skills. The materials do not contain a variety of activities and resources that develop, practice, and reinforce phonological skills that are specifically aligned to TEKS. For example, kindergarten students do not study vowel or consonant digraphs, interrogative, suffixes, exclamatory, or imperative sentences, syllable types, or multisyllabic words. Therefore, much of the practice is connected to instruction that focuses on skills above the grade level. The materials transition quickly from oral-only activities to printed activities without providing sufficient oral practice for students to master phonological awareness skills. The Writing Road to Reading states, "Kindergarteners are eager to learn the connection between sounds and letters, and research has shown that phonemic awareness training is more effective when followed quickly by systematic phonics instruction." While phonemic awareness instruction continues, high-frequency words are introduced beginning in Academic Week 3. Students read words such as bad, bag, and bog (written on the board) for spelling and reading practice.
Evaluation for 5.D.2a
The materials include phonemic awareness activities that begin with identifying, blending, and segmenting phonemes; however, the materials do not involve complex manipulation practices, such as adding, deleting, or substituting phonemes. For example, the Phonological and Phonemic Awareness Scope and Sequence indicates that kindergarten students are to master the following skills: segment, count, and blend sounds; recognize beginning, middle, and ending sounds; recognize and produce rhymes; blend onset and rhyme; and identify words in a sentence. Segmenting, blending, and deleting syllables are to be introduced and practiced in kindergarten; however, the skills of adding, substituting, and deleting sounds are labeled as "challenge" activities and not introduced until grade 1. On Academic Day 11, the materials instruct students to say and blend sounds in bad, bed, bid, and bud. Then, say the beginning and ending sounds in each word. The materials guide students in identifying beginning, middle, and ending sounds; however, there are no lessons on adding, deleting, or substituting sounds.
Evaluation for 5.D.2b
The materials provide general instructions for phonemic awareness without addressing specific errors or misconceptions, leaving teachers without guidance on how to correct common mistakes students make during phoneme identification or blending. The Writing Road to Reading states, "Most students develop phonemic awareness rather quickly. However, students with language disabilities and those whose primary language is not English may need extra help, in small groups, with segmenting spoken words into individual phonemes (sounds) and blending sounds in spoken words." The materials offer general phonemic awareness strategies, such as "provide flexible small-group practice for children having difficulty hearing or saying vowel sounds." There are also suggestions for small-group practice for children who have difficulty hearing or producing consonant sounds, such as demonstrating whether a consonant sound is voiced or unvoiced. The materials provide no guidance for teachers to identify or correct errors or misconceptions.
Evaluation for 5.D.2c
The Writing Road to Reading engages students in daily oral phonogram practice, in which the teacher articulates a sound, and the students record the appropriate orthographic pattern to support basic encoding and decoding. The materials provide a list of all phonograms and instructional tips for teachers to use in supporting the transition from sound to print. For example, the teacher may prompt with, "O usually says /o/ at the end of a syllable," to reinforce the sound-to-print transition. The materials introduce the sounds and phonograms for d, a, o, f, g, and s on Academic Day 8, and then students read words such as dad/dog, fad/fog, gag/gas, and sad/sag on Academic Day 9. In Academic Week 10, the phonics activity includes the phonogram /ay/. The lesson continues to have students produce words that rhyme with may. In Academic Week 21, students read and segment words in the list labeled "paint–floor" for spelling and for reading, and then record these words in their spelling/vocabulary notebook. Students continue the lesson by using words to compose sentences, demonstrating their understanding of the meanings of the words.
Evaluation for 5.D.2d
The materials include daily phonemic awareness routines; however, these are limited to whole–group oral repetition of sounds led by the teacher. The Writing Road to Reading under Phonemic Awareness instruction guides the teacher to say a high-frequency word in normal speech; children hear the word and see the teacher hold up fingers to represent each sound in the word (two fingers for me: /m/ /ee/) while the teacher points to each finger. Children say the sounds and then blend them back together. The materials do not include additional resources or activities such as Elkonin boxes, manipulatives, partner games, picture cards, or digital tools to provide varied and engaging ways for students to practice blending, segmenting, or manipulating phonemes. The Spalding Method includes practice to support instruction, including very specific routines around instruction, which lack variety. For example, each day the students orally practice phonograms and record spelling and vocabulary words in their notebooks. A range of activities to address students' strengths and needs is not provided. The materials do not include cumulative reviews. In Academic Week 23, students read and write phonograms ti, si, and ci. Then they continue with other sounds of phonograms such as eigh, dge, and igh. Academic Week 24 continues with practicing phonograms ti, si, ci, eigh, dge, and igh, then learning the sounds of phonograms kn, ew, and or.
Evaluation for 5.E.1a
The Navigation Guide states there is no TEKS alignment included. The Writing Road to Reading text includes an objectives list for the entire program. For example, kindergarten introduces words with long vowels, consonant and vowel digraphs, diphthongs, and final stable syllables, such as time, boat, table, and boy.
Evaluation for 5.E.1b
The materials include teacher guidance for explicit instruction for sound–spelling patterns; however, it is not grade-level appropriate. In Academic Week 12, kindergarten students spell high-frequency words from list A–G. This list contains words with r-controlled vowels, such as charge and are, vowel teams/digraphs, such as blue, as well as VCe spelling patterns, such as time and have.
Evaluation for 5.E.1c
The materials do not include grade-appropriate sound-spelling patterns. In Academic Week 20, students explain syllable types, pronunciation, spelling, markings, and/or rules for words such as cold, ice, play, bird, earth, and fur. The syllable types for silent e, vowel teams, and r-controlled vowels are not grade-level appropriate as kindergarten students are only expected to spell VC, CVC, and CCVC words. While the materials include having the students practice writing spelling patterns in their notebooks, this is the only activity to develop, practice, and reinforce sound-spelling patterns. The materials do not contain cumulative reviews. New learning opportunities are available in each of the lessons throughout the materials.
Evaluation for 5.E.1d
The materials include activities and resources to support decoding and encoding words that include taught sound–spelling patterns in decodable connected text that builds on previous instruction; however, they are not grade-level appropriate. For example, in Academic Week 10, students are to read Sam and Puff, where they practice 26 single-letter phonograms as well as four multiple-letter phonograms (sh, ee, th, and ow), which have been previously taught in Academic Weeks 1–9. Academic Week 11 provides a new decodable text, A Trip to the Park, which includes practice with 26 single-letter phonograms as well as multiple-letter phonograms (ch, ou, oo, and ar), previously taught. Kindergarten students are only expected to decode words with VC, CVC, CCVC, and CVCC words. Vowel teams are first introduced in grade 1. The materials do not include a variety of activities or resources to support students in decoding or encoding words that include taught sound-spelling patterns in isolation. Students perform the same activities daily, involving the decoding of words written on the board by the teacher or recorded in their spelling notebook. Students encode new words in their spelling notebooks after being taught the relevant skills. For example, in Academic Week 10, students will read previously introduced words and then explain that we often use ay to indicate the 'ā' sound at the end of a base word, e.g., today and may. This is the only type of practice activity provided in the materials. The words are not grade-level appropriate.
Evaluation for 5.E.2a
A comprehensive high-frequency word list is included in The Writing Road to Reading text. This list is used through primary grades. The high-frequency words are compiled from a research-based collection, but they do not follow a systematic sequence. In Academic Week 12, the list includes a mix of regular and irregular high-frequency words: me, do, and, go, at, on, a, it, is, and she. In Academic Week 15, the high-frequency word list includes the words he, you, will, we, an, my, up, last, not, us, am, and good. These lists feature a mix of open and closed syllable words, including short and long vowel sounds, vowel teams, blends, and digraphs that do not progress from simple to more complex forms.
Evaluation for 5.E.2b
The materials contain regular high-frequency word tips that guide the teacher. For example, for the word we, the tip indicates to say, "e says {long e} at the end of the syllable." In The Writing Road to Reading, teachers utilize an example dialogue that specifically addresses high-frequency words in the Spalding method. The teacher's instructions indicate that the teacher models counting phonemes as they sound out each word, then on the following page, a dialogue demonstrates how teachers say the word, emphasizing each sound, say the word, use it in a sentence, and then have students say the sounds with the teacher before they record it in their notebooks. The Spalding Spelling/Vocabulary Word List includes instructional tips for decoding the irregular high-frequency word of. The teacher is instructed to say /uv/ for reading and to have students underline the f twice to indicate an uncommon sound for f. The dialogue also guides the teacher to decode the irregular high-frequency word do, instructing the teacher to point out that the phonogram o can also represent the /oo/ sound. The materials include teacher guidance to provide explicit instruction for encoding regular and irregular high-frequency words. For example, students are to record the high-frequency words in the Spelling Notebook when they are introduced. The materials include a sample dialogue on how to use the instructional tips in the Spalding Spelling/Vocabulary Word List to guide students in encoding high-frequency words in their spelling notebooks. The example dialogue for encoding the regular high-frequency word me guides teachers to segment the word, allowing students to hear the individual sounds, and then record the phonogram for each sound in their spelling notebook.
Evaluation for 5.E.2c
The Spalding Method relies on the repetition of practice as the strength of its model through students engaging in the same daily tasks and consistent routines to strengthen engagement with the content. In Academic Week 9, the colored "Tips" box states for high-frequency vocabulary objective 1, teachers print and mark Spelling/Vocabulary words on the board. Then, in Academic Week 10, the exact instructions are given again. The materials do not include word-mapping tasks, Elkonin boxes, graphic organizers, or student centers to support encoding and decoding of regular or irregular high-frequency words. The materials do not provide any cumulative review.
Evaluation for 5.E.2d
The materials do not include a variety of activities and resources for students to read and write high-frequency words in isolation. The materials include activities involving students reading the words off the board and recording them in their spelling notebook with teacher guidance. For example, in Academic Week 13, the text states, "Say (segment), write, mark, and blend sounds in me-she in spelling/vocabulary notebook. Read from the board 'me-she' for spelling and reading." In Academic Week 21, the materials have students read, write, and blend words from the Spalding Spelling/Vocabulary Word List, such as paint and floor, in their spelling notebook. This activity repeats every day that high-frequency words are taught. The materials do not include a variety of activities and resources for students to read and write high-frequency words in connected texts. The materials provide one decodable text per week, which contains some high-frequency words that students read. In Academic Week 10, students read Sam and Puff. There is no indication of which high-frequency words the students practiced in the text or if these words are connected to the lesson that has just been taught. The instructions state, "Read Sam and Puff in unison 3–4 pages per day to develop fluent and expressive reading." That is the only guidance provided for teachers to follow when introducing and using the decodable. Students encode high-frequency words each week when they compose oral/written sentences. For example, in Academic Week 21, the materials instruct students to compose oral/written sentences that demonstrate the meaning and usage of unfamiliar spelling and vocabulary words using a variety of the four types of simple sentences.
Evaluation for 5.E.3a
This guidance is not applicable to this product.
Evaluation for 5.E.3b
This guidance is not applicable to this product.
Evaluation for 5.E.3c
This guidance is not applicable to this product.
Evaluation for 5.E.3d
This guidance is not applicable to this product.
Evaluation for 5.E.4a
This guidance is not applicable to this product.
Evaluation for 5.E.4b
This guidance is not applicable to this product.
Evaluation for 5.E.4c
This guidance is not applicable to this product.
Evaluation for 5.E.4d
This guidance is not applicable to this 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)
2 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)
2 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)
1 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)
1 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)
1 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)
1 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)
2 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)
2 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)
4 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)
4 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).
0 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).
0 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)
2 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)
2 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)
0 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)
0 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)
2 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)
2 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)
0 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)
0 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)
0 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)
0 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)
0 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)
0 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)
4 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)
4 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