Feedback Report

Throughout the resource there is no alignment piece to Texas TEKS. There is also not a scope and sequence, pacing or explicit instruction pieces. This would make it difficult for a new teacher to pick up and just teach.

The program Jamboard is being recommended to teachers to use with students to help with learning vocabulary. However, upon researching this program, this program is closing and will no longer be available as of the closing in 2024.

I understand that this is a verbal form of encouragement, however, new teachers may misinterpret the use of nudge and actually nudge the student.

On page 155, the materials refer to using a copy of "Mabel's Silly Rhyme Book." We were not provided with a copy of this book, so we were unable to review this portion of the materials.

Session 3 is a Video Session. Throughout the resource, the guidance given to the teachers is from a perspective of someone as they are teaching. While this is nice, it doesn't provide the teachers with what they should be saying or doing explicitly. Having the Video Session makes this even harder for a new teacher to know what to do.

The materials often refer to "online resources" and we were not given those resources to review.

The table on page 7 regarding "Assessment Results" is a great way for teachers to appropriately assign learning stations/centers.

The examples provided focus on compound words versus syllables.

Defining "syllables" as "claps" is not accurate terminology nor is it explicit instruction.

The teacher will need to infer that he/she should also have students clap words from the book. However, this is not written as explicit instruction.

Without access to the videos, it is very difficult to connect the guidance from the guide with what the students are actually doing in order to conclude that the TEKS were being addressed. This was especially difficult to understand on the phonological awareness extension activity on page 171.