Report Overview
Summary of Alignment & Usability: Foundations A-Z | ELA
ELA K-2
The Foundations A-Z materials meet the expectations for alignment to standards and research-based practices for foundational skills instruction. Foundational skills instruction includes a research-based synthetic approach with systematic and explicit instruction. The program has a well-defined scope and sequence that follows the expected hierarchy of skills and that delineates daily opportunities for students to practice all foundational skills concepts through explicit teacher modeling and allows students to engage in oral practice activities that are reinforced through a variety of multimodal activities. Materials provide teachers with explicit instructional routines, systematic and repeated modeling, and instruction for all foundational skills concepts. Materials include a well-defined teacher resource for content presentation, which includes a detailed scope and sequence, support materials, and detailed information and instructional routines that help the teacher to effectively implement all foundational skills content through session-specific teacher-scripted lessons. Materials provide a clear research-based explanation for the instructional sequence of phonics skills that are taught and regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of foundational skills concepts.
Kindergarten
View Full ReportEdReports reviews of foundational skills supplements determine if a program meets, partially meets, or does not meet expectations for alignment to research-based practices and college and career ready standards. This rating encompasses all grades covered in the program.
Alignment (Gateway 1)
Materials must meet or partially meet expectations for standards alignment in order to be reviewed for usability. This rating encompasses all grades covered in the program.
Usability (Gateway 2)
1st Grade
View Full ReportEdReports reviews of foundational skills supplements determine if a program meets, partially meets, or does not meet expectations for alignment to research-based practices and college and career ready standards. This rating encompasses all grades covered in the program.
Alignment (Gateway 1)
Materials must meet or partially meet expectations for standards alignment in order to be reviewed for usability. This rating encompasses all grades covered in the program.
Usability (Gateway 2)
2nd Grade
View Full ReportEdReports reviews of foundational skills supplements determine if a program meets, partially meets, or does not meet expectations for alignment to research-based practices and college and career ready standards. This rating encompasses all grades covered in the program.
Alignment (Gateway 1)
Materials must meet or partially meet expectations for standards alignment in order to be reviewed for usability. This rating encompasses all grades covered in the program.
Usability (Gateway 2)
Report for Kindergarten
Alignment Summary
The Kindergarten materials meet the expectations for alignment to standards and research-based practices for foundational skills instruction. Materials include ample explicit instruction in letter identification. Letter identification practice includes both lowercase and uppercase letters in meaningful print, including environmental print to introduce each new letter, an alphabet book for each letter that includes examples on each page, uppercase letters in student names, and identifying letters in shared reading texts. Materials include extensive instruction, modeling, and student practice in concepts of print. Materials provide explicit instruction in all grade-level phonological awareness skills through systematic modeling and provide ample opportunities for students to practice each new sound and sound pattern. Materials provide explicit instruction in phonics through systematic and repeated modeling within daily lessons over the course of the year. Materials include regular teacher modeling and student practice opportunities in building, manipulating, and encoding phonemes and words and contain explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks with teacher modeling and teacher sample dialogue. Materials include systematic and explicit instruction in reading common high-frequency words by sight within the High-frequency words lessons found throughout all units and modules. Materials include regular explicit instruction and modeling of word analysis strategies through teacher scripts and teacher modeling. Materials provide systematic and explicit instruction and practice in fluency, focusing on automaticity in decoding through the use of Fluency grid practice sheets as they read letter names, sounds, and high-frequency words. The online teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content. Materials contain a clear and evidence-based explanation for the expected hierarchy for teaching phonological awareness skills. The materials contain a phonemic awareness scope and sequence of instruction and practice based on the expected hierarchy and a clear evidence-based explanation for the expected hierarchy for teaching phonics skills. Materials include a variety of decodable texts that contain grade-level phonics skills aligned to the program’s scope and sequence to ensure that students secure newly-taught phonics skills, and materials provide ample opportunities to review previously-taught phonics skills. Materials include regular assessment opportunities in print concepts, letter recognition, and letter formation. Assessments include daily Observation checklists and digital Practice Interactivities, formative Unit Assessments, and summative Interim Assessments.
Materials include regular assessment opportunities in phonics in and out of context and in word recognition and analysis. Materials include standards correlation information within daily lessons and attached to specific questions, tasks, and assessments. Materials include extensive opportunities for reteaching and enrichment. Materials support the effective use of technology and visual design to enhance student learning through eBooks, such as Shared readers, Decodable texts and Grade-level texts, and animated student games and videos.
Kindergarten
Alignment (Gateway 1)
Usability (Gateway 2)
Overview of Gateway 1
Alignment to Standards and Research-Based Practices for Foundational Skills Instruction
Materials include ample explicit instruction in letter identification and introduce nine letters per unit in Units 1 and 2 and the remaining eight letters in Unit 3. Materials provide students with explicit instruction in uppercase and lowercase letter identification using Phoneme/grapheme cards, anchor charts, and alphabet books and provide regular and varied practice in letter identification. Letter identification practice includes both lowercase and uppercase letters in meaningful print, including environmental print to introduce each new letter, an alphabet book for each letter that includes examples on each page, uppercase letters in student names, and identifying letters in shared reading texts. The materials include explicit instruction and modeling of stroke sequences, including teacher scripts. Materials include extensive instruction, modeling, and student practice in concepts of print. Lesson plans include explicit instruction for the teacher to model directionality, words as units made by a sequence of letters, and spacing between words. Materials provide explicit instruction in all grade-level phonological awareness skills through systematic modeling and provide ample opportunities for students to practice each new sound and sound pattern. Students have the opportunity to learn and practice the sounds and sound patterns in various multimodal and multisensory ways throughout all units through the use of image cards, hand motions, and independent digital activities. Materials provide explicit instruction in phonics through systematic and repeated modeling within daily lessons over the course of the year. The phonics lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern. Lessons are intentionally designed to provide review opportunities and build on what has been previously taught and provide explicit instruction and student practice opportunities for decoding in context. Materials include regular teacher modeling and student practice opportunities in building, manipulating, and encoding phonemes and words. They also contain explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks with teacher modeling and teacher sample dialogue. Materials include systematic and explicit instruction in reading common high-frequency words by sight within the High-frequency Words lessons found throughout all units and modules. Materials include frequent opportunities for the teacher to model the spelling and reading of high-frequency words in isolation. Students have opportunities to read grade-level high-frequency words in a sentence using the Words, phrases, and sentences practice sheets and also provide students with frequent opportunities to write grade-level high-frequency words in tasks within dictation sentences to promote automaticity in writing grade-appropriate high-frequency words. Materials include regular explicit instruction and modeling of word analysis strategies through teacher scripts and teacher modeling. Materials provide systematic and explicit instruction and practice in fluency, focusing on automaticity in decoding through the use of Fluency grid practice sheets as they read letter names, sounds, and high-frequency words. The materials also provide opportunities to focus on accuracy in decoding with the use of Fluency Mini-Lessons and Routines, which include accuracy and self-correction mini-lessons; however, the use of the mini-lessons is optional, and the routines are not explicitly labeled in lessons. Materials contain explicit directions and/or think-alouds for the teacher to model how to engage with a text to emphasize reading for purpose and understanding through the use of a shared read.
Criterion 1.1: Print Concepts and Letter Recognition (Alphabet Knowledge)
Materials include ample explicit instruction in letter identification and introduce nine letters per unit in Units 1 and 2 and the remaining eight letters in Unit 3. In each unit, the first three modules introduce a new letter in the first three lessons of the module. Materials provide students with explicit instruction in uppercase and lowercase letter identification using Phoneme/grapheme cards, anchor charts, and alphabet books and provide regular and varied practice in letter identification in Units 1–3. Practice routines include teacher-led practice, identifying letters in connected text, practice pages that include letters in different fonts, and fluency practice in letter naming, flashcards, and interactive digital games. Letter identification practice includes both lowercase and uppercase letters. Materials provide letter identification practice in meaningful print, including environmental print to introduce each new letter, an alphabet book for each letter that includes examples on each page, uppercase letters in student names, and identifying letters in shared reading texts. The materials include explicit instruction and modeling of stroke sequences, including teacher scripts. Students engage in regular practice using whiteboards, tracing practice sheets, and blank handwriting paper. Materials include suggestions for multisensory practice activities for the whole class and additional modes of practice designed for students who may need additional support in correct formation. Materials include extensive instruction, modeling, and student practice in concepts of print. Lesson plans include explicit instruction for the teacher to model directionality, words as units made by a sequence of letters, and spacing between words. Cumulative review of print concepts occurs regularly, embedded in experiences with Shared Reading texts. The materials do not include physical books but do instruct teachers to print and fold paper versions of the books for use in teaching and practicing print concepts.
Indicator 1A
Indicator 1A.i
The materials reviewed for Kindergarten meet the criteria for 1a.i. (K).
The materials include ample explicit instruction in letter identification. There is a defined sequence for letter instruction to be completed in a reasonable time frame of 12 weeks. The materials introduce nine letters per unit in Units 1 and 2 and the remaining eight letters in Unit 3. In each unit, the first three modules introduce a new letter in the first three lessons of the module. Lessons four and five include a review of the previously-taught letters from within the module. Module 4 includes a review of the previously-taught letters from within the entire unit. The materials provide students with explicit instruction in uppercase and lowercase letter identification using Phoneme/Grapheme Cards, anchor charts, and alphabet books.
Materials contain isolated, systematic and explicit instruction for all 26 letters (recognize and name uppercase and lowercase). For example:
Recognize and name all upper- and lowercase letters of the alphabet.
In Unit 1, Module 3, Lesson 2, the teacher introduces the letter o by showing students pictures of things that begin with the letter o. Students identify the letter Oo on the environmental print anchor chart. The teacher shows students the Phoneme/Grapheme Card Octopus and teaches the connection between the sound, the letter name, and the card image. Then the teacher models reading the Alphabet Book Oo. The teacher points out the uppercase and lowercase letters, and students discuss the similarities and differences between the uppercase and lowercase letters.
In Unit 2, Module 1, Lesson 1, the teacher models reading the Alphabet Book Hh, one page at a time, pointing out the upper- and lowercase Hh on each page.
In Unit 3, Module 2, Lesson 3, the teacher introduces the letter z by showing students pictures of things that begin with the letter z. Students identify the letter Zz on the environmental print anchor chart. The teacher shows students the Phoneme/Grapheme Card Zebra and teaches the connection between the sound, the letter name, and the card image. Then the teacher models reading the Alphabet Book Zz. The teacher points out the uppercase and lowercase letters, and students discuss the similarities and differences between the uppercase and lowercase letters.
There is a defined sequence for letter instruction to be completed in a reasonable time frame over the school year. For example:
The Grade K Scope and Sequence indicates that instruction in all 26 letters occurs in Units 1–3. Instruction includes both uppercase and lowercase letter identification. Unit 1 introduces the letters n, a, p, i, m,t, d, o, and s. Unit 2 introduces the letters e, f, h, b, r, u, j, l, and w. Unit 3 introduces the letters k, v, y, q, x, z, c, and g.
In Program Guide, Research and Rationale, Alphabetic Principle, the materials indicate that the scope and sequence of letter instruction is based on the frequency with which the letters appear in CVC words and the relative ease or difficulty of the letter for student learning, with more frequency and easier letters introduced first. The pacing of two or three letters per week is designed to accelerate student readiness for segmenting and blending words, promoting equity of instruction for students who have not received an introduction to the alphabet before beginning kindergarten. The accelerated pace of letter introduction also increases opportunities for repeated exposure to letters and for reteaching as necessary.
Indicator 1A.ii
The materials reviewed for Kindergarten meet the criteria for 1a.ii (K).
The materials provide regular and varied practice in letter identification in Units 1–3. Practice routines include teacher-led practice, identifying letters in connected text, practice pages that include letters in different fonts, and fluency practice in letter naming, flashcards, and interactive digital games. Letter identification practice includes both lowercase and uppercase letters.
Materials provide students with frequent opportunities to engage in practice identifying all 26 letters (uppercase and lowercase). For example:
In Unit 2, Module 3, Lesson 4, the teacher gives each student a Grapheme Card containing one of the following letters: a, e, i, j, l, o, u, w. The teacher writes one of the letters on the board in lowercase or uppercase. All students whose letter card matches the letter on the board stand up. Students name the letter and tell whether it is a consonant or a vowel. The teacher repeats the routine to practice all letters.
In Unit 3, Module 1, Lesson 3, students play the interactive online game Identify the Letter Y and Say its Sound. In the game, students hear the name of the letter y, then choose the matching letter. Students also hear the letter names y and n, then sort the letters Yy and Nn into the box matching the spoken letter name.
In Unit 3, Module 3, Lesson 3, students use the Letters in Different Fonts Practice Sheet C to identify the letters c, d, e, h, g in both upper and lower case letters on part 2 of the sheet.
Materials provide opportunities to engage in practice locating all 26 letters (uppercase and lowercase). For example:
In Unit 1, Module 1, Lesson 3, the teacher and students read the Shared Reader, We Make Good Choices. Students identify the letters Aa, Nn, and Pp in the text. Students use the Letters in Different Fonts Practice Sheet Pp to locate and circle the upper and lower case letter p in part 4 of the sheet.
In Unit 2, Module 1, Lesson 2, students use the Letters in Different Fonts Practice Sheet Ee to locate and circle the upper and lower case letter e in part 4 of the sheet.
In Unit 3, Module 1, Lesson 1, students use the Letters in Different Fonts Practice Sheet Kk to practice locating the letter Kk. In part 4, students circle the letter Kk in a row containing the following letters in various fonts: R, K, l, k, n.
Materials provide opportunities to engage in naming all 26 letters (uppercase and lowercase). For example:
In Unit 1, Module 4, Lesson 2, students use the Fluency Grid Practice Sheet to name uppercase and lowercase letters Mm, Ii, and Tt. The teacher instructs students to touch and name each letter in the 15-square grid.
In Unit 2, Module 1, Lesson 4, students use the Fluency Grid Practice Sheet to name uppercase and lowercase letters Ee, Ff, and Hh. The teacher points to a letter on the grid, and the students say the letter name.
In Unit 2, Module 4, Lesson 4, the teacher points to the following letters on the Phoneme/Grapheme Alphabet Chart: Hh, Ee, Ff, Bb, Uu, Rr, Ll, Ww, Jj. Students say the letter name and letter sound.
Indicator 1A.iii
The materials reviewed for Kindergarten meet the criteria for 1a.iii. (K).
Materials provide letter identification practice in meaningful print, including environmental print to introduce each new letter, an alphabet book for each letter that includes examples on each page, uppercase letters in student names, and identifying letters in shared reading texts. Letter identification practice is included in Units 1–3, the units in which all 26 letters are introduced.
Materials contain a variety of tasks/activities that apply letter identification and naming of all 26 uppercase letters to meaningful print use (e.g., initial letter of a child’s name, environmental print, letter assortments, alphabet books, shared writing). For example:
In Unit 1, Module 3, Lesson 4, the teacher displays the Alphabet Chant Ss and distributes one to each student. The teacher reads the chant while students follow along. Students use three different colored crayons to color each letter students learned in the module (Ss, Oo, Dd).
In Unit 2, Module 2, Lesson 2, the teacher models reading the Alphabet Book Uu. The teacher points out the uppercase and lowercase letters, and students discuss the similarities and differences between the uppercase and lowercase letters. Each page of the book includes the letters Uu in isolation and a word beginning with the letter u. Each word is printed twice under the picture, once beginning with an uppercase U and once beginning with a lowercase u.
In Unit 3, Module 2, Lesson 3, the teacher shows students examples of environmental print pictures that begin with the letters Cc and places the pictures with print next to the Cc on the alphabet anchor chart. If there are any students whose names begin with the letter C, the teacher also adds those names to the anchor chart.
Materials contain a variety of tasks/activities that apply letter identification and naming of all 26 lowercase letters to meaningful print use (e.g. initial letter of a child’s name, environmental print, letter assortments, alphabet books, shared writing). For example:
In Unit 1, Module 4, Lesson 2, the teacher asks students to identify the lowercase letters i, t, and m on pages 4–5 of the Shared Reading book Stone Soup. The lowercase letters are found in the following words: will, first, big, said, water, pot, brought, make, some.
In Unit 2, Module 2, Lesson 4, the teacher holds up a letter card one at a time for the letters learned that week. Students state the name of the letter on the card. Each card contains the uppercase and lowercase letter along with a picture that starts with that letter.
In Unit 3, Module 3, Lesson 1, the teacher models reading the Alphabet Book Gg. The teacher points out the uppercase and lowercase letters, and students discuss the similarities and differences between the uppercase and lowercase letters. Each page of the book includes the letters Gg in isolation and a word beginning with the letter g. Each word is printed twice under the picture, once beginning with an uppercase G and once beginning with a lowercase g.
Indicator 1A.iv
The materials reviewed for Kindergarten meet the criteria for 1a.iv. (K-1).
Materials include daily explicit letter formation practice in Units 1–3, as all 26 letters are introduced. The materials include explicit instruction and modeling of stroke sequences, including teacher scripts. Students engage in regular practice using whiteboards, tracing practice sheets, and blank handwriting paper. The materials include suggestions for multisensory practice activities for the whole class and additional modes of practice designed for students who may need additional support in correct formation. Units 4–8 include regular opportunities for students to apply letter formation skills while writing words, phrases, and sentences. In these units, teachers use Observation checklists to monitor letter formation skills and instructions for providing corrective feedback and additional practice.
Materials include clear directions for the teacher concerning how to explain and model how to correctly form each of the 26 letters (uppercase and lowercase). For example:
Print many upper- and lowercase letters.
In Unit 1, Module 2, Lesson 2, the teacher models the formation of lowercase I by air writing the letter, following the stroke sequence outlined in the lesson plan. The materials provide a sample script for teachers to describe the stroke sequence to students while demonstrating formation. The teacher repeats the process for lowercase i. Students follow the stroke sequence to write the letters on whiteboards.
In Unit 1, Module 3, Lesson 3, the teacher models the formation of uppercase D by air writing the letter, following the stroke sequence outlined in the lesson plan. The materials provide a sample script for teachers to describe the stroke sequence to students while demonstrating formation. The teacher repeats the process for lowercase d. Students follow the stroke sequence to write the letters on whiteboards.
In Unit 3, Module 2, Lesson 1, the teacher models the formation of uppercase Q by air writing the letter, following the stroke sequence outlined in the lesson plan. The materials provide a sample script for teachers to describe the stroke sequence to students while demonstrating formation. The teacher repeats the process for lowercase q. Students follow the stroke sequence to write the letters on whiteboards.
Materials include frequent opportunities for students to practice forming all of the 26 letters (uppercase and lowercase). For example:
In Unit 1, Module 1, Lesson 2, students trace a line of each letter Aa with annotated formational numbers and arrows, then trace a line of the same letter without the arrows. Students circle their best formation of each letter, then underline their least favorite formation and retry it.
In Unit 2, Module 1, Lesson 4, students use handwriting paper to practice writing Hh, Ee, and Ff. The teacher models writing each letter on the board. Then students write the letters on their paper.
In Unit 2, Module 4, Lesson 2, students use handwriting paper to practice forming letters Bb, Uu, and Rr. The teacher models writing each letter on the board. Then students write the letters on their paper and check their work against the model letters.
In Unit 3, Module 4, Lesson 4, students practice writing upper and lowercase letters Cc and Gg on their whiteboards.
Materials include frequent opportunities for students to practice forming letters using multimodal and/or multisensory methods. For example:
In Unit 2, Module 1, Lesson 1, students practice forming uppercase and lowercase Hh using whiteboards and handwriting paper. If students struggle to form the letters, the materials instruct the teacher to give students practice opportunities to trace shapes and patterns; write the letters using a highlighter; and have students trace the letters. The teacher should give students a starting point dot, or give students opportunities to trace, copy, and write the letters.
In Unit 3, Module 2, Lesson 2, the materials instruct the teacher to consider having students practice letter formation with a multisensory activity, such as writing letters in shaving cream or piles of salt.
Indicator 1B
The materials reviewed for Kindergarten meet the criteria for 1b. (K-early Grade 1).
Materials include extensive instruction, modeling, and student practice in concepts of print. The materials include 32 Shared Reading texts, which are used for print concepts instruction. Lesson plans include explicit instruction for the teacher to model directionality, words as units made by a sequence of letters, and spacing between words. Cumulative review of print concepts occurs regularly, embedded in experiences with Shared Reading texts. The materials do not include physical books but do instruct teachers to print and fold paper versions of the books for use in teaching and practicing print concepts. Review of letter identification and letter formation occurs in the context of lessons and writing tasks, and lesson plans prompt teachers to observe student mastery of letter formation in the context of writing words, phrases, and sentences.
Materials include sufficient and explicit instruction for all students about the organization of print concepts (e.g., follow words left to right, spoken words correlate sequences of letters, letter spacing). For example:
Follow words from left to right, top to bottom, and page by page.
In Unit 1, Module 2, Lesson 2, the teacher displays the Shared Reading text, Caring for Earth, and distributes printed copies to students. The teacher tells students that words in a book are read from left to right, top to bottom, and page by page. The teacher reads the book aloud and models tracking the print with their finger.
In Unit 2, Module 2, Lesson 4, the teacher displays page 5 of the Shared Reading text, I Hide, and reminds students of one-to-one correspondence by modeling reading the page and pointing to each word.
In Unit 5, Module 3, Lesson 2, the teacher holds up a printed copy of the Shared Reading text, Try, Try Again. The teacher guides students to observe the correct way to hold a book and turn the pages. The teacher gives students printed copies of the book, then projects pages 3–4 and models reading the book while tracking print with a finger or pointer.
Recognize that spoken words are represented in written language by specific sequences of letters.
In Unit 1, Module 2, Lesson 4, the teacher reminds students that words are made of letters in the Shared Reading text, Caring for Earth. The teacher states, “We know that words are made up of letters. We are learning both letters and words.”
In Unit 3, Module 1, Lesson 2, the teacher displays page 6 of the Shared Reading text, What Does the Wind Move?, and guides students to notice the letters within words. The teacher states, “As I read, I can tell that letters form words. . . I can see the letters b-a-g. I know that the letters b-a-g form the word bag.”
In Unit 5, Module 2, Lesson 4, the teacher projects page 8 of the Shared Reading text, Hugs. The teacher tells students that letters go together in certain ways to make words and that words are separated by spaces. The teacher states, “When I read aloud, the words I say match the words on the page.” The teacher models reading the page and pointing under each word.
Understand that words are separated by spaces in print.
In Unit 2, Module 1, Lesson 2, the teacher explains that words are units, separated by spaces in a text, and models using the Shared Reading text, Who Wants to Play Basketball?
In Unit 6, Module 3, Lesson 3, the teacher displays the Shared Reading text, Which Tree? The teacher reads the page aloud, modeling how to track the print and identify individual words in a sentence. The teacher tells students that each word is separated by a space in print.
In Unit 7, Module 4, Lesson 4, the teacher displays the Shared Reading text, Many Roads, and distributes paper copies to students. The teacher reads the page aloud, drawing attention to the spaces between the words. The teacher displays and reads page 6 as students follow along, and a student volunteer points out the spaces between words.
Materials include frequent and adequate lessons, tasks, and questions for all students about the organization of print concepts (e.g., follow words left to right, spoken words correlate sequences of letters, letter spacing). For example:
The Kindergarten materials include 32 Shared Reading texts. For each Shared Reading text, the lesson plans include print concepts lessons and review. Materials indicate that the teacher should repeatedly model how to hold the book, turn the pages, and track the print correctly, pointing out that words are read from left to right, top to bottom, and page by page.
In Unit 3, Module 2, Lesson 4, using the Shared Reading text, Spring-Cleaning!, the teacher models identifying a word and saying the letters. The teacher asks pairs of students to find the word Dad on a page in the text. Each partner points to the word and says the letters, in order, that make up the word.
In Unit 4, Module 3, Lesson 5, the teacher distributes copies of the Shared Reading text, My First Class Play, to students. The teacher instructs the students to track the print as they read page 9 aloud. Students raise their hands when they see the word am on a page.
Materials include a variety of physical books (teacher-guided, such as big books) that are suitable for the teaching of print concepts. For example:
The Kindergarten materials include 32 Shared Reading texts for teaching print concepts. The books are projectible, digital versions, and can be printed and folded into paper books. Lesson plans indicate that a physical copy of the text should be used to practice print concepts.
Materials include sufficient and explicit instruction about the organization of print concepts (e.g. follow words left to right, spoken words correlate sequences of letters, letter spacing) in the context of a book.
In Unit 1, Module 1, Lesson 5, the teacher states, “When we pick up a book, we first see the cover of the book. Now let’s open to the first page of the book. The book opens on the right side. As I read a book, I begin with the page on the left. Once I read the words on the left, I read the words on the right page. After I have read all of the words, I turn the page on the right over, and again start reading the words from left to right.”
In Unit 2, Module 2, Lesson 2, the teacher displays the front cover of the Shared Reading text, I Hide, and explains how there are spaces between each word in the title.
In Unit 2, Module 3, Lesson 4, using the Shared Reading text, Buddy the Bear, the teacher reminds students that words are made up of letters and points out the lowercase l in the word lost.
In Unit 4, Module 2, Lesson 2, using Shared Reading text, The Woodsy Band Jam, the teacher reminds students that words on a page are read from left to right and top to bottom. The teacher points out the first word on the page and asks students to follow along as they read to the last word on the page.
Materials consistently include opportunities for students to engage in authentic practice using print concepts in the context of student books. For example:
In Unit 1, Module 1, Lesson 5, students reread Alphabet book Aa and Alphabet book Pp. Students hold the book correctly, turning one page at a time from front to back and pointing to each word as they read.
In Unit 2, Module 1, Lesson 2, the teacher displays the Shared Reading text, Who Wants to Play Basketball? The teacher reads the page aloud, modeling one-to-one correspondence. The teacher points out the wordplay on page 3 and explains that words are units separated by print. Students point to the wordplay and name the letters they know in the word.
In Unit 6, Module 2, Lesson 4, students practice one-to-one correspondence with a partner by reading the Shared Reading text, Welcome Back, Butterflies. Then, students locate individual words on the page.
Materials contain periodic cumulative review opportunities during which the teacher reminds students about previously learned grade-level print concepts, letter identification, and letter formation. For example:
In Unit 2, Module 2, Lesson 4, the teacher reminds students that words are units made up of a series of specific letters. The teacher points out the word Dad in the text and asks students to name the letters in the word and point out which letters are uppercase and lowercase.
In Unit 8, Module 1, Lesson 4, the teacher uses the Shared Reading text, The Weather, for students to practice and review one-to-one correspondence and correct print tracking while reading.
Materials include students’ practice of previously learned print concepts, letter identification, and letter formation. For example:
In Unit 2, Module 1, Lesson 5, students use Alphabet Chant Letter Ee either on the display or handout to point and identify letters in a word.
In Unit 2, Module 4, Lesson 4, students review letters Hh, Ee, Ff, Bb, Uu, Rr, Ll, Ww, and Jj. The teacher points to each letter on the Phoneme/Grapheme Alphabet Chart, and students say the name and sound of the letter. The teacher reads aloud from the Shared Reading text, The Mitten, and students identify the words that begin with the letters f, w, h, and b. Students identify whether the letter in the text is lowercase or uppercase.
In Unit 3, Module 3, Lesson 5, students read or reread the Alphabet chant Cc with a partner. Students review pointing to the first and last words on the page and pointing to each word as their partner reads. Partners stop at certain points and ask their partner which letters make up an individual word.
In Unit 8, Module 4, Lesson 3, students practice identifying lowercase and uppercase letters, words, and sentences when the teacher projects page 3 of the Shared Reading text, Wake Up, Bear! The teacher and students echo read page 4 of the text, then the teacher points to lowercase and uppercase letters, words, and sentences, and students identify them. Students identify the first and last words on the page.
Criterion 1.2: Phonological Awareness
Materials emphasize explicit, systematic instruction of research-based and/or evidence-based phonological awareness.
Materials include a variety of phonological awareness activities, several of which contain routines that include movements. There are frequent opportunities for students to practice phonological awareness within all eight units of the program. Materials provide explicit instruction in all grade-level phonological awareness skills through systematic modeling. Daily lessons include explicit modeling of movements and instructions for teachers to use with students to teach phonological and phonemic awareness skills. Materials provide ample opportunities for students to practice each new sound and sound pattern. Lessons include guided practice and independent practice of new sounds and sound patterns, along with time built in to review previously learned sounds and patterns. Students have the opportunity to learn and practice the sounds and sound patterns in various multimodal and multisensory ways throughout all units through the use of image cards, hand motions, and independent digital activities.
Indicator 1C
Materials have frequent opportunities for students to engage in phonological awareness activities during Kindergarten and early Grade 1.
The materials reviewed for Kindergarten meet the criteria for 1c.
Materials include a variety of phonological awareness activities, several of which contain routines that include movements. There are frequent opportunities for students to practice phonological awareness within all eight units of the program. Each unit consists of three modules, each containing five lessons, with the fifth lesson serving as a review.
Materials include a variety of activities for phonological awareness. For example:
In Unit 1, Module 1, Lesson 1, students segment words in sentences. Students clap each word within a given sentence and build sentences orally by clapping and adding additional words to the sentence stem given.
In Unit 3, Module 3, Lesson 3, students delete initial sounds in CVC words to produce new words. Within the lesson, students produce medial sounds in CVC words. The teacher models how to isolate the medial sound by using hand motions. The teacher models how to stretch out the sounds in the word as students slide their arm across their chest and punch their arm up when they say the medial sound to emphasize it.
In Unit 5, Module 2, Lesson 3, students blend phonemes in words with initial and final sh. The teacher uses their fingers to tap out each phoneme and then make a fist once they have blended the sounds and students say the word.
There are frequent opportunities for students to practice phonological awareness. For example:
Phonological awareness activities are included in every daily lesson as an introduction, application, practice activity, or review.
In Unit 6, Module 2, Lessons 1 and 2, students practice adding additional sounds to word parts with digraphs. In Lessons 3 and 4, students practice substituting the initial sound of words with consonant digraphs.
Indicator 1D
Materials provide explicit instruction in phonological awareness through systematic modeling across the K-1 grade band.
The materials reviewed for Kindergarten meet the criteria for 1d.
Materials provide explicit instruction in all grade-level phonological awareness skills through systematic modeling. Daily lessons include explicit modeling of movements and instructions for teachers to use with students to teach phonological and phonemic awareness skills.
Materials provide the teacher with systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words. For example:
Recognize and produce rhyming words.
In Unit 1, Module 1, Lesson 3, the teacher introduces the concept of rhyming words. Explicit instruction includes, “A rhyme is two or more words that have the same ending sound. Let’s work on an example together. Listen: big, jig. The words big and jig rhyme because they have the same ending sounds at the end, /ig/.”
In Unit 2, Module 1, Lesson 3, the teacher reviews that rhyming words contain the same sounds at the end of each word or rime and uses the example of mad and bad being rhyming words because they have/ad/ at the end of both words. The teacher guides students to produce rhyming words with the /ad/ phonogram, like the words pad, lad, and fad. Teacher dialogue is provided in the lesson, which includes, “Now it is your turn to give me a word that rhymes with mad. Remember, it needs the same sound at the end of the word.”
Count, pronounce, blend, and segment syllables in spoken words.
In Unit 2, Module 2, Lesson 1, the teacher models counting and segmenting syllables with the word football. Explicit instruction includes the following, “Watch and listen as I count the syllables in the word football. How many times did I pause in between word parts or syllables? Let’s clap the word parts in football. Foot (clap)...ball (clap). How many times did you clap? (two)”
In Unit 2, Module 3, Lesson 1, the teacher reviews the concept of syllables and blending and segmenting syllables in the word buddy. Modeling with hand motions is provided along with explicit instruction, which includes, “I will say the syllables in a word, and we will blend the syllables to make a whole word. I’ll model the first one. Listen as I say the syllables and blend them together; bud•dy, buddy. What is the word? Yes, that’s right, buddy, Buddy the bear.”
In Unit 3, Module 2, Lesson 5, the teacher reviews deletion using two-syllable words. The teacher shares that a word can be broken into syllables and that when the first syllable is deleted, the second syllable can still be spoken. The teacher models clapping the syllables in the word basket, then deletes the first syllable (bas), saying/pronouncing the remaining syllable (ket).
In Unit 5, Module 1, Lesson 1, the teacher reviews the concept of syllables. Explicit instruction is provided using bell as an example, “What is the vowel sound in bell? (/e/) Which letter spells this sound? (e) How many syllables does bell have? (one) How do you know? (Every syllable has one vowel sound. Bell has one vowel sound, /e/, so there is only one syllable.) The word bell has a closed syllable because it ends with a consonant sound /l/. Closed syllables usually have short vowel sounds.”
Blend and segment onsets and rimes of single-syllable spoken words.
In Unit 2, Module 3, Lesson 3, the teacher explains that you can segment and blend two parts of a word and models segmenting and blending words job and bed using onset and rime with hand motions. Explicit instruction includes, “We can separate words into two sound parts called onset and rime. The onset is the beginning sound before the vowel, and the rime is the vowel and remaining sounds. Listen as I say a word separated into two parts: /j/ /ob/. Can you say the two parts? That’s great! Now let’s blend the parts together to say this word: /b/ /ed/, bed.”
In Unit 3, Module 2, Lesson 3, the teacher reviews the concept of blending onset and rime and introduces segmenting onset and rime with hand motions provided. Explicit instruction includes, “I’m going to give you the word this time, and I want you to tell me the first and last sounds. We’re going to chop the word apart. Let’s try one together first. The word is tab. What is the very first sound you hear in tab? (/t/) The first sound /t/, is the word part that we call the onset. Chop the onset /t/ sound from the word. What sound is left after the /t/ in tab? (/ab/) The last part in the word is called the rime. /ab/ is the rime in the word tab.”
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
In Unit 2, Module 3, Lesson 5, the teacher models how to identify and produce the final sounds in the words. The teacher models isolating and producing the final sound in the words hut and jet using hand motions. The teacher uses the left arm and slides the first part of the word across the body, then punches the arm straight up into the air at the final sound. The teacher guides students in identifying the final sound in the following words: nut, set, win, and bus.
In Unit 3, Module 3, Lesson 5, the teacher reviews the production of medial vowel sounds in words. The teacher says a word and has students repeat it. Then the teacher has students say the middle vowel sound. The teacher models with the word gum using hand motions, stretching out the sounds in the word, and sliding the arm across the chest. The teacher emphasizes the middle vowel sound and punches their arm up when they say the word.
In Unit 4, Module 1, Lesson 1, the teacher identifies the sounds in the word cub. Explicit instruction includes, “We can hear the beginning, middle, and ending sounds in words. We have already practiced listening to these sounds in words. Today I am going to say a word, and you are going to tell me the beginning, middle vowel, and final sound: cap, /k/ /a/ /p/. The first sound is /k/, the middle vowel sound is /a/, and the final sound is /p/.”
In Unit 4, Module 2, Lesson 2, the teacher segments the word jam using hand motions. Explicit instruction includes, “Let’s chop the word jam. I will do it first: jam. Make a chopping motion with palms together and say /j/. /j/ is the first sound in jam. Make another chopping motion and say /a/. /a/ is the middle sound in jam. Chop again and say /m/. /m/ is the last sound in jam.”
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
In Unit 4, Module 2, Lesson 4, the teacher models adding sounds to make new words. Explicit instruction includes, “I will say a word part and then add a sound before the word part to make a new word. The word part is /ĭn/. I will add /t/ in front of /ĭn/: /t/-/ĭn/, /tĭn/. The word is tin.”
In Unit 7, Module 1, Lesson 4, the teacher reviews phoneme substitution with final sounds to make a new word. Explicit instruction is provided, “Listen as I say the word: gate(fists together). I will say the word in parts: /gā/ (hold out right fist) /t/ (hold out left fist). I am going to change the /t/ to /m/: /gā/ pull away left fist then bring it back with a new sound) /gām/ (tap fists together), game. What’s the word? Game.”
Materials provide the teacher with examples for instruction in syllables, sounds (phonemes), and spoken words called for in grade-level standards. For example:
In Unit 3, Module 1, Lesson 3, the teacher models segmenting and counting syllables using the words yearbook and yardstick. Explicit instruction includes, “We have learned that words are made up of word parts, or syllables. Clapping is a great way to count the syllables in a word. Watch and listen as I count the syllables in the word yearbook. (Say yearbook and clap two times, one for each syllable.) How many times did I clap? (two) Now you clap the syllables with me: year book. Great, we clapped two times, once for each syllable.”
In Unit 8, Module 2, Lesson 2, the teacher models blending sounds to create the word flag. The teacher is to remind students that sounds can blend together to say words. Explicit instruction includes, “We know that words are made from individual sounds that can be blended together. I will say four sounds then blend them together to say a word: /f/ /l/ /ă/ /g/, /flăg/, flag.”
Indicator 1E
The materials reviewed for Kindergarten meet the criteria for 1e.
Materials provide ample opportunities for students to practice each new sound and sound pattern. Lessons include guided practice and independent practice of new sounds and sound patterns, along with time built in to review previously learned sounds and patterns. Students have the opportunity to learn and practice the sounds and sound patterns in various multimodal and multisensory ways throughout all units through the use of image cards, hand motions, and independent digital activities. The You Do: Independent Practice section of each lesson contains games, videos, and digital books for students to practice the skills they are learning.
Materials provide ample opportunities for students to practice each new sound and sound pattern. For example:
Recognize and produce rhyming words.
In Unit 1, Module 2, Lesson 3, students complete the interactive game Identify Rhyming Words. In the game, students listen to the following set of word pairs and identify which pairs rhyme: ten/hop, hat/mat, hip/zip, tug/pop. Students also listen to the names of three pictures, fox, tag, and bag, and drag the two rhyming words into a box.
In Unit 1, Module 4, Lesson 1, students sit in a circle and repeat the phrase, “I’m going to the playground, and I’m taking a. . . “ adding a different rhyming word to the end of the sentence each turn. For example,“. . . I’m taking a mat, a cat, and a bat.” When students run out of rhyming words, the teacher begins a new round with a different word family.
In Unit 2, Module 4, Lesson 1, students generate rhyming words together. The teacher provides students with a word, such as hot, and partners work together to think of rhyming words. Pairs share the rhyming words with the class.
Count, pronounce, blend, and segment syllables in spoken words.
In Unit 1, Module 3, Lesson 1, students practice blending spoken syllables to form the words backpack, doorbell, and sunset.
In Unit 2, Module 2, Lesson 1, students complete the interactive game Count Word Parts. In the game, students listen to the words snowman, cupcake, and snowball and identify the number of syllables.
In Unit 2, Module 2, Lesson 5, students work in pairs to discover more two-syllable words. One partner says a multisyllabic word, and the other partner claps and counts the syllables. Then partners switch roles.
In Unit 3, Module 4, Lesson 1, students clap as they repeat the words popcorn, butterfly, rowboat, and grasshopper, segmenting them into syllables.
Blend and segment onsets and rimes of single-syllable spoken words.
In Unit 2, Module 3, Lesson 3, the teacher says the onset and rime for the following words, making a chopping motion with one hand for the onset and the other hand for the rime: mat, cat, bag, jam, fan. Students copy the motions and repeat the onset and rime, then slide their hands together and orally blend the onset and rime into the word.
In Unit 3, Module 2, Lesson 2, students complete the interactive game Say Words in Two Parts. Using picture cues and audio options, students segment the words mix, fox, and six into onset and time.
In Unit 3, Module 4, Lesson 2, students use hand motions to segment the words hen, quit, zip, sip, duck into the onset and rime.
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
In Unit 1, Module 1, Lesson 4, students produce the initial sound of the words the teacher says: net, pen, act, pig, add, and nut.
In Unit 2, Module 1, Lesson 1, students repeat the following words: ham, leg, hat, sun, hip, hop. If the word begins with the /h/ sound, students give a thumbs up and say /h/. If the word does not begin with /h/, students shake their heads.
In Unit 3, Module 1, Lesson 5, students identify and produce the final sounds in words such as dog, jet, cot, and zip by moving their arms across their bodies as they say the word and then punching up when they hear the final sound.
In Unit 4, Module 1, Lesson 1, students practice identifying the first, middle, and final sounds in the words fix, fun, can, bun, dot, and bed after the teacher reviews how to identify each sound.
In Unit 6, Module 1, Lesson 1, students identify the initial or final sound in the words shop, bath, chin, and fish. If students struggle to isolate and name the initial or final sound, the teacher guides students to hold up a finger for each phoneme and segment the word aloud, then point to the finger representing the initial or final phoneme.
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
In Unit 4, Module 2, Lesson 5, students say the word peg and take turns changing the initial phoneme. Students are allowed to create nonsense words. After a minute or two, the teacher changes the starting word to bog and repeats.
In Unit 4, Module 4, Lesson 3, students complete the interactive game Add and Take Away Sounds in Words. In the game, students listen to a word part and instructions to add a sound to the beginning of the word part. Students record themselves saying the new word. Students also listen to audio that names a word and gives instructions to remove the initial sound. Students choose the correct answer from three audio options.
In Unit 6, Module 2, Lesson 3, students practice substituting the initial sound in words, identifying what sound changed, and identifying the new word using the word pairs, chip/ship, dash/mash, phone/shone, and bath/math. Later in the lesson, students also have the opportunity to play games where they substitute individual sounds.
In Unit 7, Module 4, Lesson 2, students use a three-sound box work mat and colored chips to add and substitute final sounds. Students build the word parts /fā/, /rā/, /lā/, and /mā/using the same color chip for the two phonemes. Students orally add a final phoneme to the word part using a different colored chip. Students continue to swap out the final sound, using a different colored chip each time they change the final sound.
Materials include a variety of multimodal/multisensory activities for student practice of phonological awareness. For example:
In Unit 2, Module 1, Lesson 1, students practice the initial /h/ sound. The materials direct teachers to “tell students to put their hand in front of their mouth, and they should feel air coming out. But when they put their hand on their throat, they shouldn’t feel any vibrations. When listening to the students say the sound, remind them the sound is /h/ and not /huh/ with a schwa.”
In Unit 3, Module 3, Lesson 5, the teacher reviews producing the medial vowel sound in words. The teacher models with the word gum, sliding their arm along their chest while stretching out the sounds, emphasizing the middle vowel sound, and punching their arm up when saying the medial sound. Students repeat the process with the words cat, cut, and gym.
In Unit 5, Module 1, Lesson 4, students segment the words yell, hill, puff, boss, and buzz into phonemes and count the number of phonemes in each word. Students use a chopping motion with their hands as they segment. If students struggle to segment and count the sounds, the teacher says each phoneme as students move a bingo chip and repeat the phoneme.
In Unit 7, Module 3, Lesson 2, students use image cards to segment and blend the picture names with a partner.
Criterion 1.3: Phonics
Materials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics.
Materials provide explicit instruction in phonics through systematic and repeated modeling within daily lessons over the course of the year. The phonics lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern. Materials provide students with frequent opportunities to decode phonetically spelled words and read new words that contain the newly taught phonics skills. Lessons are intentionally designed to provide review opportunities and build on what has been previously taught, and lessons provide explicit instruction and student practice opportunities for decoding in context. During instruction, the teacher uses the Decodable book and Shared reader to connect to the newly learned phonics skill. As the lesson transitions to guided practice, the teacher uses pages from the texts to model decoding words in sentences. Materials include regular teacher modeling and student practice opportunities in building, manipulating, and encoding phonemes and words. The materials provide detailed sample scripts for teachers to use when modeling. Materials contain explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks with teacher modeling and teacher sample dialogue within Build Words activities.
Indicator 1F
The materials reviewed for Kindergarten meet the criteria for 1f.
Materials provide explicit instruction in phonics through systematic and repeated modeling within daily lessons over the course of the year. The phonics lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern.
Materials contain explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. For example:
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
The Grade K Scope and Sequence provides the following information on when consonant letters and sounds are taught:
Unit 1: n, p, m, t, d, s
Unit 2: f, h, b, r, j, l, w
Unit 3: k, v, y, y as a consonant or vowel, q(u), x, z, c, g, review of consonants.
In Unit 1, Module 2, Lesson 1, the teacher shows environmental print pictures with the letter Mm. The teacher displays the phoneme/grapheme card with the image of a moon and the upper- and lowercase letter on the card. Next, the teacher reviews the letter sound, letter name, and associated image using the card and models reading the Alphabet book Mm.
In Unit 2, Module 2, Lesson 1, the teacher shows students environmental print pictures with the letter Bb. Explicit instruction includes: “Here is the letter that spells /b/. Bb is a consonant. Remember that the alphabet has vowels (a, e, i, o, u) and consonants (all the other letters). What is this letter? The name of this letter is Bb, and it is a consonant. Say the letter name with me, Bb. Let’s look at the Bb card again. What is this a picture of? Yes, a bee. Remember Bb spells the /b/ in bee.”
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
The Grade K Scope and Sequence provides the following information on when vowel letters and sounds are taught:
Unit 1: a, i, o
Unit 2: e, u
Unit 3: y as a consonant or vowel, review of vowels
Unit 7: VCe long a, VCe long o
Unit 8: VCe long i, VCe long u, one-syllable words with VCe pattern.
In Unit 7, Module 2, Lesson 1, the teacher models comparing the short and long sounds of the vowel a. The teacher says: “We know that the letter a makes a short sound, /ă/. The first word I have written on the board has the short /ă/ sound: /h/ /ă/ /t/, hat. Now, let’s look at the second word I have written. This word looks just like hat, except it has an e at the end. Now, I will read this word aloud: /h/ /ā/ /t/, hate. This word sounds different from the word hat. The a in the word hate spells its long vowel sound: /ā/. That is because this word has the vowel-consonant-silent e pattern.”
In Unit 8, Module 1, Lesson 1, the teacher models comparing the short and long sounds of the vowel i. The teacher reviews that the letter i spells a short sound, /ĭ/, and a long sound, /ī/. The teacher writes the words fin and fine on the board. The teacher says, “This word looks just like fin, except it has an e at the end. This word sounds different from the word fin. The i in the word fine spells its long-vowel sound: /ī/. That’s because this word has the vowel-consonant-silent e pattern.”
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
In Unit 1, Module 4, Lesson 2, the teacher models reading words with phonograms -an and ap. The teacher projects the Phonogram cards reviewing each as they point out the letter sounds. Explicit instruction includes, “Today, you will read and write words with two phonograms: - an and - ap. I will model the first one. I am going to hold up the phonogram -an. When I place the grapheme, or letter, p in front of -an, I make the word pan. I will sound out the word. What is this word again? The vowel sound in the word pan is /ă/. Which letter makes that sound? (a).” The teacher then builds nonsense words with the phonograms and points out the difference between real and nonsense words.
In Unit 5, Module 1, Lesson 3, the teacher models reading words with phonograms -ill and -ell. The teacher places the Phonogram cards on the board, reviewing the pronunciation of each phonogram while pointing out the final double ll consonant. Explicit instruction includes, “You have learned that words have patterns. Today, you will practice reading words with two patterns you have already learned: -ill and -ell. Let’s say the sounds in the first phonogram -ill and “I am going to place the b in front of the phonogram -ill. Let’s say the sounds, What word did we make?” The teacher is to place letters in front of the phonograms to make the words: bill, fill, hill, till, bell, fell, sell, yell.
In Unit 6, Module 2, Lesson 3, the teacher reviews the digraph ph, th, ch, and sh using the phoneme/grapheme consonant digraphs and trigraphs chart. The teacher models building and reading the word graph using chips, grapheme cards, and a workmat. Together the teacher and students practice this procedure building real words and nonsense words.
Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern. For example:
In Unit 3, Module 3, Lesson 3, the teacher models letter name identification and recognition of the letter Cc in print. The teacher states, “Here is a letter that makes the /k/ sound. Cc is a consonant. Remember that the alphabet has vowels and consonants. What is this letter? The name of this letter is Cc, and it is a consonant. Say the letter name with me, Cc. Cc stands for the /k/ sound in cat.” Additional explicit instruction is provided for the soft c sound as well. Modeling is provided for reading the Alphabet Book Cc, which includes, “Point out the uppercase C and lowercase c on the front cover and allow students to turn and discuss the similarities and differences between the upper- and lowercase letters with a partner and whether Cc is a consonant or a vowel.”
In Unit 4, Module 2, Lesson 3, teacher modeling and scripting is provided for building and reading CVC words with short vowels a, e, i, and o with the use of bingo chips, grapheme cards, and three-sound box workmats. Explicit instruction includes the following, “We will build some words that follow the consonant-vowel-consonant pattern. I will do one for you. The first word is hat. I will place a chip on the sound box workmat for each sound as I say it: hat, /h/ /ă/ /t/. How many sounds in hat? Next, I will spell each sound by replacing the chip with a letter card. I will find the letter card that spells that sound as I say each sound. Then I can read the word hat. What is the vowel sound in the word hat? What letter spells that sound? (a).” The Fluency section of the lesson also provides modeling and explicit instruction for introducing the decodable book Max is Sad. The modeling includes “Explicitly teach and model. Examples follow knowledge (a spells /ă/), a skill (blending or segmenting words), a strategy (stretching sounds to read a word).”
Indicator 1G
Materials include frequent practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.
The materials reviewed for Kindergarten meet the criteria for 1g.
Materials provide students with frequent opportunities to decode phonetically spelled words and read new words that contain the newly taught phonics skills. Lessons are intentionally designed to provide review opportunities and build on what has been previously taught. The review is embedded in the lesson structure, as Lesson 5 of each module and Module 4 of each unit function as a structured review of previously taught phonics skills. Practice occurs in teacher-led activities during lessons, in partner practice work, and in independent practice using interactive practice games.
Lessons provide students with frequent opportunities to decode (phonemes, onset and rime, and/or syllables) phonetically spelled words. For example:
In Unit 2, Module 4, Lesson 3, students practice reading CVC words using sound-by-sound blending. Students practice reading words that contain previously introduced letters, like wet, lot, and jet.
In Unit 4, Module 2, Lesson 3, students play the interactive game Read Words. During the game, students blend sounds to read the following words: pen, peg, lug, log, leg, can, pot, six, Meg. The game asks students to match words to pictures and to record themselves reading a word.
In Unit 5, Module 1, Lesson 2, students read and sort words with phonograms -ill and -ell. The teacher models decoding the word bell using onset and rime, then sorting the word into the correct category on a pocket chart. Students practice with the words bill, fell, fill, hill, sell, will, and yell.
In Unit 7, Module 3, Lesson 2, students decode VCe long vowel /ō/ words, including vote, hose, tone, rose, and chose. Later in the lesson, students continue to practice decoding words, phrases, and sentences with a partner.
Lessons provide students with frequent opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. For example:
In Unit 4, Module 1, Lesson 2, students learn how to read closed-syllable words with short vowel sounds. Students practice what they learned by reading the word and naming the vowel sounds in the word using the words bun, men, pin, and lot.
In Unit 6, Module 3, Lesson 2, students read the following words containing the newly taught digraphs sh, ch, and th with a partner: chin, shed, that, them, thin, thud. Partners choral read the words, then take turns reading them individually.
In Unit 7, Module 3, Lesson 3, students play the interactive game Read Words with Long O. During the game, students record themselves reading the following words: zone, role, hope.
Materials contain opportunities for students to review previously learned grade-level phonics. For example:
In Unit 1, Module 4, Lesson 3, students review how to read words with Ss, Oo, and Dd using the phoneme/grapheme cards and sound/symbol book for those sounds. The teacher reviews how to read words using sound-by-sound blending, then students practice with the words pot, sit, and dot.
In Unit 4, Module 1, Lesson 5, students review the short vowel sounds of the letters a and i by building the following words on a three-sound box work mat: map, bat, tug, pin, bet. Students first place a chip for each sound in the word, then replace each chip with a grapheme card that matches the sound, then practice decoding the word.
In Unit 8, Module 4, Lesson 3, students review short and long vowel sounds by playing the interactive game Read Words with Short and Long Vowel Sounds. During the game, students read the following words: robe, rack, rake, hop, hope, cut, cute, pin, pine, cap, and cape.
Materials contain a variety of methods to promote students’ practice of previously taught grade-level phonics. For example:
In Unit 2, Module 4, Lesson 2, students review the letter names and sound for Bb using the sound/symbol book Bb. As the teacher reads aloud, students point to each word and differentiate between the consonants and vowels. Students then practice reading CV words using sound-by-sound blending.
In Unit 2, Module 4, Lesson 4, students play the interactive game Read Words. During the game, students record themselves reading the words that contain previously taught sounds: pot, jet, hum, web. Students also read the words nut and not and match the word to the correct picture.
In Unit 5, Module 3, Lesson 5, the teacher reviews the phonograms -ip and -op. The teacher models saying and blending the sounds to read the word, writing the word’s letters in the air, then placing the word under the correct heading in a pocket chart. Students practice by repeating the procedure with the following words: chip, clip, cop, drop, hop, mop, rip, ship.
In Unit 6, Module 4, Lesson 3, students review previously taught consonant digraphs using phoneme/grapheme cards and image cards. Students use the card to name the image, read the word, and sort by the final sounds.
Indicator 1H
The materials reviewed for Kindergarten meet the criteria for 1h.
Materials provide explicit instruction and student practice opportunities for decoding in context. During instruction, the teacher uses the Decodable book and Shared reader to connect to the newly learned phonics skill. As the lesson transitions to guided practice, the teacher uses pages from the texts to model decoding words in sentences. Students use the Words, phrases, and sentences practice sheet when working with a partner to practice decoding words, phrases, and sentences that contain newly and previously learned phonics patterns.
Materials provide explicit, systematic practice for decoding phonetically regular words in a sentence.
In Unit 5, Module 3, Lesson 4, students practice decoding words with the ch digraph in the connected text, Chad Gets Mad. Students whisper read the connected text after the teacher models decoding the word Chad and telling students to stretch the sounds and use what they know about the ch digraph letter sounds as they read the text. The reader includes the sentence: Chip was such a pal to Chad and Shep.
In Unit 7, Module 3, Lesson 4, students practice decoding words with sh in the shared reader Tiny Tugboat. After the teacher models decoding the word ship within the sentence, “Tiny Tugboat pulls out a cruise ship,” student pairs partner read the sentences on pages 9 and 10 in the reader.
In Unit 8, Module 3, Lesson 4, the teacher reads a page of the decodable book, What Time Is It?, and students follow along and repeat it. Where applicable, the teacher draws students’ attention to VCe words and models how to stretch and sound out words that contain the spelling pattern.
Lessons provide students with frequent opportunities to decode words in a sentence. For example:
In Unit 4, Module 2, Lesson 4, students practice decoding CVC words in the decodable connected text Max is Sad. Students echo read with the teacher and then whisper read the text. The decodable reader includes the sentence: “Dan Dog, Meg, Peg, and Bob are a lot of fun too!”
In Unit 5, Module 2, Lesson 2, students form partner groups and choral read the Words, phrases, and sentences practice sheet to practice decoding CCVC words with final double consonants. After reading new words and phrases that contain final ff and ss and previously learned final double consonants, as well as new high-frequency words, students read the following sentences: “Tell him not to fuss. I will fill it up well.”
In Unit 6, Module 3, Lesson 4, students practice decoding words with ending digraphs -ck and -ng in the decodable connected text, A Visit from Bick. Students echo read with the teacher and then whisper read the text. The decodable reader includes the sentence: “Bick rang the bell and sang.”
Indicator 1I
The materials reviewed for Kindergarten meet the criteria for 1i.
Materials include regular teacher modeling and student practice opportunities in building, manipulating, and encoding phonemes and words. The materials provide detailed sample scripts for teachers to use when modeling. Teacher-led activities include building words with workmats, word chaining, and spelling and encoding words in the air and using Phoneme/Grapheme Mapping Paper. Teacher modeling transitions into guided student practice opportunities during which students use various methods and hands-on chips, letter cards, and workmats to practice. Spelling practice also takes place in interactive practice games.
The materials contain teacher-level instruction/modeling for building/manipulating/spelling and encoding words using common and newly-taught sound and spelling patterns of phonics. For example:
In Unit 4, Module 2, Lesson 3, the teacher models building the word hat using a Three-Sound Box Workmat. The teacher says each phoneme in the word, placing a bingo chip on the workmat for each sound, then replacing each bingo chip with the matching grapheme card.
In Unit 6, Module 3, Lesson 4, the teacher models making a word chain with the digraphs -ng and -ck. The teacher explains how to use the Sound Box Chaining Workmat and models building the word sang with grapheme cards. The teacher demonstrates how to turn the word sang into sing, then guides students to make the word sick, then build other -ng or -ck words.
In Unit 7, Module 2, Lesson 3, the teacher guides students to encode the word safe. The materials provide a script for the teacher to guide students to encode the word, letter by letter, first writing each letter in the air, then recording the letter on Phoneme/Grapheme Mapping Paper.
Lessons provide students with frequent opportunities to build/manipulate/spell and encode words using common and newly-taught sound and spelling patterns of phonics. For example:
In Unit 5, Module 1, Lesson 1, students build the words yell, dill, dull, and hill using a Three-Sound Box Workmat. Students say each word and stretch the phonemes, placing a bingo chip on the workmat for each sound. Students then replace each bingo chip with the grapheme card that matches the sound.
In Unit 7, Module 1, Lesson 4, students work in pairs to make a word chain for the word shack, using a Sound Box Chaining Workmat and the following grapheme cards: a, ck, d, i, ng, o, p, r, s, sh, t, th.
In Unit 8, Module 1, Lesson 3, students use Phoneme/Grapheme Mapping Paper to encode the words bike, vine, life, and chime.
Indicator 1J
The materials reviewed for Kindergarten meet the criteria for 1j.
Materials contain explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks with teacher modeling and teacher sample dialogue within Build Words activities. The materials also provide students with frequent activities and tasks to promote application of phonics as they encode words in sentences based on common and newly taught phonics patterns through Encode Sound, Word, and Sentence Dictation activity sentences.
Materials include explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks. For example:
In Unit 5, Module 4, Lesson 4, the teacher writes the module’s high-frequency words, as well as four to six words from the Decodable book, A Home for Jazz, that are exemplars of the module’s phonics skills, on the board. The teacher displays the first page of the Wordless decodable book: A Home for Jazz and models how to write one or two sentences while thinking aloud. Lesson guidance directs the teacher to include one of the phonics exemplar words in their writing. “... If I want to make my words rhyme, I need to look at the ending sound of the last word in my sentence. For example, my sentence says: Jazz heard a pop. I will look at the last word in the sentence: pop, /p/ /ŏ/ /p/. In order to find a rhyming word with pop, I will change the beginning sound, /p/, but keep the ending sound /ŏp/ to make a new word. Let’s try the sound /t/: /t/ /ŏ/ /p/, top. Now I will write my next sentence with the word top as the last word. I can write: Jazz looked on top. Since pop and top rhyme and I have used these words as the last word in each of my sentences, I have made my sentences rhyme.”
In Unit 7, Module 4, Lesson 4, the teacher writes the module’s high-frequency words, as well as four to six words from the Decodable book, King Thane, that are exemplars of the module’s phonics skills, on the board. The teacher displays the first page of the Wordless decodable book: King Thane and models how to write one or two sentences while thinking aloud. Lesson guidance directs the teacher to include one of the phonics exemplar words in their writing. “As I write my text, I am going to remember to start each sentence with a capital letter, place spaces between my words, spell the words using sounds, and end my sentences with punctuation. I’ll include words from the board in my writing.”
In Unit 8, Module 3, Lesson 5, the teacher writes the module’s high-frequency words, as well as four to six words from the Decodable book, What Time Is It?, that are exemplars of the module’s phonics skills, on the board. The teacher displays the first page of the Wordless decodable book: What Time Is It? and models how to write one or two sentences while thinking aloud. Lesson guidance directs the teacher to include one of the phonics exemplar words in their writing. “Before I write, I am going to think about or plan my story. The first sentences should introduce our story. It is important to choose these words carefully. I’ll include words from the board in my sentences ... I will also use what I know about letters, patterns, and sounds to spell words. Let’s get started!”
Lessons provide students with frequent activities and tasks to promote application of phonics as they encode words in sentences or in phrases based on common and newly taught phonics patterns.
In Unit 4, Module 1, Lesson 4, students apply their learning to spell CVC words. After students write a series of teacher-dictated CVC words, the teacher dictates a sentence that includes words that follow the same phonics pattern: “Tim is six.” Students repeat the sentence, draw a line for each word on their Handwriting paper, and write the sentence.
In Unit 5, Module 2, Lesson 4, students encode words with current phonics patterns taught, which include words with initial or final consonant digraph sh with the dictation sentence: “Look at his big fish.”
In Unit 7, Module 2, Lesson 4, students encode words with current phonics patterns taught, which include long a VCe words with the dictation sentence: “We ate the cake Pete made.”
Criterion 1.4: Word Recognition and Word Analysis
Materials include systematic and explicit instruction in reading common high-frequency words by sight within the High-frequency Words lessons found throughout all units and modules. Materials include frequent opportunities for the teacher to model the spelling and reading of high-frequency words in isolation. Materials include lessons that provide students with frequent opportunities to read grade-level high-frequency words in a sentence using the Words, phrases, and sentences practice sheets and also provide students with frequent opportunities to write grade-level high-frequency words in tasks within dictation sentences to promote automaticity in writing grade-appropriate high-frequency words. Materials include regular explicit instruction and modeling of word analysis strategies through teacher scripts and teacher modeling. Lessons include frequent instruction in phoneme/grapheme recognition and matching using word building and decoding of word cards. Student practice occurs in the context of teacher-guided lessons, in decodable text with teacher support, and using interactive digital games.
Indicator 1K
The materials reviewed for Kindergarten meet the criteria for 1k.
Materials include systematic and explicit instruction in reading common high-frequency words by sight within the High-frequency Words lessons found throughout all units and modules. The materials include frequent opportunities for the teacher to model the spelling and reading of high-frequency words in isolation. Students practice identifying and reading high-frequency words in isolation. The Kindergarten materials introduce 100 high-frequency words within all eight units and modules, a sufficient quantity of grade-appropriate high-frequency words for students to make reading progress.
Materials include systematic and explicit instruction of high-frequency words. For example:
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
In Unit 2, Module 1, Lesson 1, the teacher introduces high-frequency words using flash cards by saying the word, giving the meaning of the word, using the word in a sentence, and spelling the word aloud.
In Unit 3, Module 1, Lesson 3, the teacher introduces the high-frequency word said by using High-frequency word flash cards. The teacher says, “We are going to learn a new high-frequency word today. These are words that we see a lot when we are reading. We need to learn today’s word by heart because we can’t sound it out. The word is said. Repeat the word said with me: said.”
In Unit 6, Module 1, Lesson 3, the teacher introduces the high-frequency words: than, that, and then. The teacher explains that this week’s high-frequency words can be sounded out. The sample dialogue includes, “Listen as I stretch out our first word: /th/ /ă/ /n/. Repeat it after me: than.”
Materials include frequent opportunities for the teacher to model the spelling and reading of high-frequency words in isolation. For example:
In Unit 2, Module 2, the teacher introduces the new high-frequency words using High-frequency word flash cards. The teacher says, “We are going to learn new high-frequency words today. These are words that we see a lot when we are reading. We need to learn today’s words by heart because we can’t sound them out. The first word is are. Repeat the word are with me: are. We are friends. Now let’s spell the word aloud, saying the name of each letter: a, r, e.”
In Unit 3, Module 1, Lesson 1, the teacher models decoding and encoding the words can and ran using high-frequency word cards. The teacher uses the three-sound box workmat and grapheme cards to produce each sound within the given words and practice blending those sounds to read the word aloud. Teachers spell the targeted high-frequency words using the same materials.
In Unit 5, Module 3, Lesson 3, the teacher introduces the new high-frequency words using High-frequency word flash cards. The teacher says, “We are going to learn three new words today. These are words that we see a lot when we are reading. We have to learn these words by heart because we can’t sound them out. The first word is he. Repeat the word he with me: he. We use this word when we are talking about a boy or a man. He is the tallest boy in the class. Now let’s spell the word aloud, saying the name of each letter: h, e.”
Students practice identifying and reading high-frequency words in isolation. For example:
In Unit 1, Module 1, Lesson 4, students practice reading the high-frequency word an using the Fluency grid practice sheet, which includes letters and the high-frequency word an.
In Unit 4, Module 1, Lesson 3, students use their high-frequency word cards to locate the word look and practice decoding and encoding that word in isolation. Students use the three-sound box workmat to say each sound in the word while touching one sound box for each sound. Students then use the grapheme cards and three-sound box workmat to spell look. Students then write look on their whiteboard with a partner.
In Unit 5, Module 1, Lesson 3, students practice identifying and reading the high-frequency word all, call, and fall. Students find their all high-frequency word flash card from within their high-frequency word bags. Students say the word several times as the teacher makes sure they pronounce the word correctly. The teacher repeats the process for call and fall.
Materials include a sufficient quantity of grade-appropriate high-frequency words for students to make reading progress. For example:
In the Program Guide, the Research and Rationale for High-Frequency Words provides a chart indicating that the Kindergarten Scope and Sequence includes 100 high-frequency words.
In the Program Guide, Research and Rationale, the materials state, “consideration was placed on when the HFWs selected from the Dolch and Fry lists are taught. Grade K students learn the most frequent words as they learn the letters in the alphabet and phoneme-grapheme correspondences. The rest of the words chosen for grades K–2 are sequenced by frequency and whether their spellings are entirely regular (decodable), temporarily irregular because students have not learned the spelling pattern yet, or permanently irregular.”
The Grade K Scope and Sequence provides the following high-frequency words taught and listed in each unit: Unit 1: a, an, am, at, map, in, it; Unit 2: on, sit, the, are, I, run, if, of, put, up; Unit 3: can, ran, said, and, hot, not, top, you, as, is, us, was; Unit 4: big, but, cut, look, six, do, set, to, too, did, had, has, him, sun; Unit 5: all, call, fall, tell, well, will, full, his, off, pull, he, much, she, wash, wish; Unit 6: fish, such, than, that, then, ship, they, when, which, who, back, black, bring, pick, sing; Unit 7: king, long, them, this, what, ate, came, made, same, game, here, make, take, with; Unit 8: gave, give, have, live, five, life, like, mile, ride, line, side, time, while, white.
Indicator 1L
The materials reviewed for Kindergarten meet the criteria for 1l.
Materials include lessons that provide students with frequent opportunities to read grade-level high-frequency words in a sentence using the Words, phrases, and sentences practice sheets. The materials also provide students with frequent opportunities to write grade-level high-frequency words in tasks within dictation sentences to promote automaticity in writing grade-appropriate high-frequency words. The materials provide repeated, explicit instruction on how to use the student-friendly reference materials and resources, the High-frequency word flash cards and the Word, phrases, and sentences practice sheet, to support students with reading and writing high-frequency words in sentences.
Lessons provide students with frequent opportunities to read grade-level high-frequency words in a sentence. For example:
In Unit 6, Module 2, Lesson 2, students practice reading the high-frequency word when, initially taught in Lesson 1, using the Words, phrases, and sentences practice sheet, which contains the sentence: “I will chat with Phil when I can.” Students chorally read the practice sheet with a partner and then independently read the practice sheet to a partner for a minute with automaticity.
In Unit 7, Module 2, Lesson 2, students practice reading the high-frequency word came, initially taught in Lesson 1, using the Words, phrases, and sentences practice sheet, which contains the sentence: “Pete came too late.” Students chorally read the practice sheet with a partner and then independently read the practice sheet to a partner for a minute to practice automaticity.
Lessons provide students with frequent opportunities to write grade-level high-frequency words in tasks (such as sentences) in order to promote automaticity in writing grade appropriate high-frequency words. For example:
In Unit 5, Module 3, Lesson 4, students write a dictated sentence with the high-frequency word she, initially taught in Lesson 3. Students repeat the dictated sentence, make a line for each word, then complete writing the sentence on the lines. The dictated sentence is “She can chop.”
In Unit 7, Module 3, Lesson 4, students write a dictated sentence with the high-frequency word take, initially taught in Lesson 1. Students repeat the dictated sentence, make a line for each word, then complete writing the sentence on the lines. The dictated sentence is “Take me home.”
Materials provide repeated, explicit instruction in how to use student-friendly reference materials and resources and reading high-frequency words (e.g., word cards, word lists, word ladders, student dictionaries). For example:
In Unit 6, Module 3, Lesson 2, the teacher models how to use Grapheme cards and the Three-sound box workmat to build words with final -ck. The teacher “[models] segmenting, creating, and blending the word pack” using set 1 of the Grapheme cards and the workmat. Students practice segmenting, creating, and reading the words tack, lock, shock, sick, sock, and luck.
In Unit 8, Module 2, Lesson 1, the teacher models how to use the High-frequency word flash cards for five and life. The teacher “[introduces] each word by saying it, explaining the word’s meaning, using it in a sentence, and spelling the word aloud.” The teacher also says each phoneme and writes the grapheme that represents the phoneme, pointing out the -igh pattern in both words. Afterwards, “Students practice reading and writing the high-frequency words on a whiteboard with a partner.” Guidance directs the teacher to “Encourage students to review their partner’s spelling and help fix any errors, using High-frequency word flash cards. Encourage students to construct oral sentences using high-frequency words from the lesson.”
Indicator 1M
The materials reviewed for Kindergarten meet the criteria for 1m.
Materials include regular explicit instruction and modeling of word analysis strategies through teacher scripts and teacher modeling. Lessons include frequent instruction in phoneme/grapheme recognition and matching using word building and decoding of word cards. Student practice occurs in the context of teacher-guided lessons, in decodable text with teacher support, and using interactive digital games.
Materials contain frequent explicit instruction of word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis). For example:
In Unit 4, Module 1, Lesson 1, the teacher displays the Phoneme/Grapheme Alphabet chart and reviews short vowel sounds. The teacher writes the word map on the board and tells students the first letter of a word on the left. The teacher points to each letter, and students say the letter’s sound. The teacher models how to blend the letter sounds into a word, holding up a fist, raising a finger for each sound, then blending the sounds together. The teacher tells students that in the word map, the vowel sound is in the middle and tells students that every syllable has one vowel sound.
In Unit 6, Module 1, Lesson 1, the teacher displays the Phoneme/grapheme card singular thumb to teach the connection between the phoneme and the grapheme. The focus is on the consonant digraph th, and the materials direct teachers to “Write the word thin on the board and underline the th digraph. Point to each letter and have students call out each sound. Then, guide the blending of the whole word by saying the sounds more smoothly together, running your finger slowly under the word. Remind students that every syllable has one vowel sound.”
In Unit 6, Module 3, Lesson 2, the teacher introduces the phonogram -ack. The teacher uses the phonogram cards -ack, b, h, J, l, p, r, and s to model building and reading -ack words. The teacher builds a word, reads the word with students, and guides students to write the words in the air.
Materials contain frequent explicit instruction of word solving strategies to decode unfamiliar words. For example:
In Unit 7, Module 2, Lesson 2, the teacher uses the word cards cap/cape, fat/fate, mad/made, man/mane, pet/Pete, Sam/same, and them/theme to guide students to decode VCe words. The teacher models how to stretch the letter sounds in the word, then blend them to read the word. The teacher points out the final e in the VCe words and reminds students that the silent e changes the vowel sound from short to long.
In Unit 8, Module 1, Lesson 3, the teacher invites students to whisper read the decodable book, What is the Weather Like?, and prompts students to use their letter-sound knowledge to read. As students read, the teacher provides self-correction strategies for decoding, fixing language or vocabulary. The prompts to self-correct for decoding include:
Look at the word: Show students how to connect the graphemes to the phonemes.
Slide through the word: Show students how to decode grapheme by grapheme.
Flip the sound: Many vowels can represent more than one sound, so show students how to be flexible and flip the sound. This is called vowel flexing.
Break words into parts: Show students how to break words into smaller parts, such as the two smaller words in a compound word or into affixes and base or root words.
In Unit 8, Module 3, Lesson 3, the teacher models the word analysis strategies students will use to read the decodable book What Time Is It? The teacher writes the word chime on the board and models how to apply knowledge of the digraph ch and of final e to decode the unfamiliar word.
Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. For example:
In Unit 5, Module 2, Lesson 2, students practice decoding words, phrases, and sentences. Students chorally read the practice sheet with a partner and then read the practice sheet with automaticity to their partner.
In Unit 5, Module 2, Lesson 3, students play the independent practice game Identify and Read Words with Phonograms -ish or -ash. During the game, students identify the letters that make the word parts -ash and -ish and record themselves reading the words cash and dish.
In Unit 6, Module 1, Lesson 4, students read the decodable book Beth on the Path. The teacher reminds students to use letter sounds to read the words.
Criterion 1.5: Decoding Accuracy, Decoding Automaticity and Fluency
Materials provide systematic and explicit instruction and practice in fluency by focusing on accuracy and automaticity in decoding in K and 1, and rate, expression, and accuracy in mid-to-late 1st and 2nd grade. Materials for 2nd grade fluency practice should vary (decodables and grade-level texts).
Materials provide systematic and explicit instruction and practice in fluency, focusing on automaticity in decoding through the use of Fluency grid practice sheets as they read letter names, sounds, and high-frequency words. The materials also provide opportunities to focus on accuracy in decoding with the use of Fluency Mini-Lessons and Routines, which include accuracy and self-correction mini-lessons; however, the use of the mini-lessons is optional, and the routines are not explicitly labeled in lessons. Materials provide guidance for teachers to support students as they self-correct while reading and to help them read for purpose and understanding. The materials frame each module with a content question related to the module’s text and emphasize setting a purpose for reading using the module question. Materials contain explicit directions and/or think-alouds for the teacher to model how to engage with a text to emphasize reading for purpose and understanding through the use of a shared read.
Indicator 1N
The materials reviewed for Kindergarten meet the criteria for 1n. (K-1)
Materials provide systematic and explicit instruction and practice in fluency, focusing on automaticity in decoding through the use of Fluency grid practice sheets as they read letter names, sounds, and high-frequency words. The materials also provide opportunities to focus on accuracy in decoding with the use of Fluency Mini-Lessons and Routines, which include accuracy and self-correction mini-lessons; however, the use of the mini-lessons is optional and the routines are not explicitly labeled in lessons. The materials provide opportunities to engage in decoding practice focused on accuracy as students are encouraged to make self-corrections as they read connected text decodable readers and work on automaticity with timed readings of the Words, phrases, and sentences practice sheet.
Materials provide systematic and explicit instruction and practice in fluency by focusing on accuracy and automaticity in decoding. For example:
In Unit 2, Module 4, Lesson 1, the teacher models how to use a Fluency grid practice sheet and read letter names, sounds, and high-frequency words as fast as they can. The sample dialogue provided includes, “Today, we are going to practice reading letters, saying their sounds, and reading high-frequency words as quickly as we can. I will show you what to do first, and then it will be your turn. (Point to the projected grid.) I will put my finger on the first letter and touch each letter as I say its name.” The teacher models pointing to and saying letter sounds and, finally, to each high-frequency word.
In Unit 4, Module 1, Lesson 1, the teacher uses the Fluency Mini-Lessons and Routines to teach students about accuracy and self-correction. The teacher explains the concepts of accuracy and self-correction along with their importance when silent reading and reading aloud. The teacher models for students using a text with the students as they read two sentences and has the students raise a hand when they hear an error. The teacher then pretends to mistake one word for another, “For example, I like to match (instead of watch) baseball games. Or, Please /klōs/ (instead of /klōz/) the door.” The teacher then works with students as they identify the error and rereads the sentence with the correct word confirming it makes sense. The teacher repeats the process with a challenge word and finally reads the entire section of the text accurately. Because this mini-lesson is optional, all students may not receive this instruction.
In Unit 5, Module 2, Lesson 3, the teacher introduces the decodable text I Am a Pal. The teacher displays the story’s focus words from the book’s Instructional Focus Chart. Focus words include sound-spelling patterns that have not been taught. The teacher reviews the target sound-spelling that occurs in the text and tells students if they encounter an unfamiliar word, they should use what they know about syllables and vowel sounds and stretch out the sounds. The teacher models this process with the word mash.
Materials provide opportunities for students in Kindergarten and Grade 1 to engage in decoding practice focused on accuracy and automaticity. For example:
In Unit 5, Module 1, Lesson 3, during the Fluency Mini-Lessons and Routines lesson, students practice accuracy and self-correction strategies while reading the decodable book Yes or No. Because this mini-lesson is optional, all students may not participate in this practice opportunity.
In Unit 6, Module 2, Lesson 2, students work in partner groups to chorally read the Words, phrases, and sentences practice sheet together, which contains consonant digraphs. Students continue to work in partner groups as each student reads the practice sheet for a minute with automaticity.
In Unit 7, Module 1, Lesson 5, students practice fluency skills as they whisper read the connected text decodable reader, Are We Lost? Students are encouraged to make self-corrections as they read.
Indicator 1Q
The materials reviewed for Kindergarten meet the criteria for 1q.
Materials provide guidance for teachers to support students as they self-correct while reading and to help them read for purpose and understanding. The materials frame each module with a content question related to the module’s text and emphasize setting a purpose for reading using the module question. Materials contain explicit directions and/or think-alouds for the teacher to model how to engage with a text to emphasize reading for purpose and understanding through the use of shared read.
Multiple opportunities are provided over the course of the year for students to read emergent-reader texts (K) for purpose and understanding. For example:
Read emergent-reader texts with purpose and understanding.
In Unit 5, Module 1, Lesson 3, students read the decodable text Yes or No? After they finish, the teacher asks questions about the text to check comprehension. The materials provide three sample questions. Students retell the story with a partner.
In Unit 7, Module 2, Lesson 4, students read the decodable text What Is This Place? After they finish, the teacher asks questions about the text to check comprehension. The materials provide three sample questions. Students retell the story with a partner.
In Unit 8, Module 4, Lesson 3, students read the decodable book Fun All the Time. After they finish, the teacher asks questions about the text to check comprehension. The materials provide sample questions. Students retell the story with a partner.
Materials contain explicit directions and/or think-alouds for the teacher to model how to engage with a text to emphasize reading for purpose and understanding. For example:
In Unit 3, Module 4, Lesson 2, before the teacher reads the shared reader Doing Work, the teacher reviews the module question “How can simple machines change the movement of an object?” and has students think of questions they have about how machines work while listening to the story. The teacher reminds the students that questions begin with the words who, what, where, when, why, how.
In Unit 6, Module 3, Lesson 4, the materials include a sample script for teachers to set a phonics purpose for their reading of the decodable text A Visit From Bick. The Teacher Tip box also includes the instructions, “Remind students that, like Bick, everyone has been to a new place that they weren’t familiar with at some point, like their first day in a new class.” After students read the story, the materials provide five sample questions for the teacher to use to engage students in a comprehension check.
In Unit 8, Module 4, Lesson 1, the materials provide the following script for teachers to set a purpose for reading the shared text Wake Up Bear: “Our module question is why do we have seasons? While reading the story, be thinking about the purpose, or reason for, the four different seasons. Specifically, we will read to find out how seasons affect bears and their behavior.”
Overview of Gateway 2
Implementation, Support Materials & Assessment
The online teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content. The Professional Development library includes videos and detailed examples of grade-level foundational skills concepts to support teachers with developing and building their content knowledge. Materials contain a clear and evidence-based explanation for the expected hierarchy for teaching phonological awareness skills. The materials contain a phonemic awareness scope and sequence of instruction and practice based on the expected hierarchy and a clear evidence-based explanation for the expected hierarchy for teaching phonics skills. Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at home through Caregiver letters and online student data requested by the caregiver. Materials include a variety of decodable texts that contain grade-level phonics skills aligned to the program’s scope and sequence to ensure that students secure newly-taught phonics skills, and materials provide ample opportunities to review previously-taught phonics skills. Students also have opportunities to independently read decodable texts during the Independent Practice portion of the lesson. Materials include 20 decodable texts with high-frequency words that align with the program’s scope and sequence and provide students with multiple opportunities to encounter the words and the decodable texts. Materials include regular assessment opportunities in print concepts, letter recognition, and letter formation. Assessments include daily Observation checklists and digital Practice Interactivities, formative Unit Assessments, and summative Interim Assessments.
Materials include regular assessment opportunities in phonics in and out of context and in word recognition and analysis. Materials include standards correlation information within daily lessons and attached to specific questions, tasks, and assessments. Materials include some support for teaching ELL students, including general information in the Program Guide through the Frequently Asked Questions section, which outlines some best practices for different areas of foundational skills. Within the lessons themselves, Teacher Tips to support ELL students are present in some lessons but are limited in regularity and frequency. Materials include extensive opportunities for reteaching and enrichment. The Foundations A-Z digital materials, which include teacher Lesson Plans, Professional Development, Resources, Student Progress reports, e-Books, and student games, are platform neutral and are compatible with multiple Internet browsers and operating systems. Materials support the effective use of technology and visual design to enhance student learning through eBooks, such as Shared readers, Decodable texts and Grade-level texts, and animated student games and videos. Materials also provide a customizable search of resources and lessons by Common Core State Standards and stand-alone state standards.The student-facing materials, both print and digital, contain clear and concise directions and appropriate guidelines when writing is expected. The students’ digital interactive learning videos, games, and assessments are well-organized and visually appealing and are designed to enhance student learning.
Criterion 2.1: Guidance for Implementation, Including Scope and Sequence
Materials provide a well-defined teacher resource for content presentation through well-detailed lesson plans from pre-instruction to lesson videos to post-instruction. The online teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content, with many supports found within the Professional Development library of videos. Materials contain complete, detailed adult-level explanations for foundational skills taught in the grade. The Professional Development library includes videos and detailed examples of grade-level foundational skills concepts to support teachers with developing and building their content knowledge. Materials contain lesson plans that utilize a research-based design for early literacy instruction. The pacing of each component of daily lesson plans is clear and appropriate and contains an outline with detailed sections of the lesson plan and times for each lesson plan section. Materials contain a clear and evidence-based explanation for the expected hierarchy for teaching phonological awareness skills. The materials contain a phonemic awareness scope and sequence of instruction and practice based on the expected hierarchy. Materials contain a clear and evidence-based scope and sequence for the expected hierarchy for teaching phonics skills. Materials contain phonics instruction based on high utility patterns and/or common phonics generalizations. Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at home through Caregiver letters and online student data requested by the caregiver.
Indicator 2A
The materials reviewed for Kindergarten meet the criteria for 2a.
Materials provide a well-defined teacher resource for content presentation through well-detailed lesson plans from pre-instruction to lesson videos to post-instruction. The online teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content, with many supports found within the Professional Development library of videos. Materials contain technology that provides support and guidance for the teacher.
Materials provide a well-defined, teacher resource (teacher edition, manual) for content presentation. For example:
In the Program Guide, How Do Teachers Use It?, materials provide a sample lesson plan with an outline of lesson steps that include step-by-step instruction and follows the gradual release model. The Lesson Steps include: Set the Stage, which prepares students for learning; Teach, which provides explicit instructions to teach and model foundational skills; Guided Practice, which provides students practice with skills taught in the Teach section; Independent Practice which provides digital experiences for students independent practice; Closure which brings students together again and ties in language connection and knowledge building; and Reteach and Enrichment, which allows for differentiated small group instruction based on student data.
In Lesson Plans, within the Lesson Plan tab of the program, each unit contains a link to the scope and sequence for the grade level, the caregiver letter for each unit, and a link to professional development for concepts within the unit. Materials include tabs for the four modules within each lesson. Upon clicking a module, the module expands and displays the five lessons within the module with videos for each lesson. Lesson plans follow a consistent format throughout all eight units and include the following components: objectives, student objectives, pre-instruction, instruction, and post-instruction.
The teacher resource contains detailed information and instructional routines that help the teacher to effectively implement all foundational skills content (i.e., phonological awareness, print concepts, letters, phonics, HFW, word analysis, decoding). For example:
In the Program Guide, How Do Teachers Use It?, materials include a section on how Foundations A-Z uses multimodal strategies. The resource lists instructional routines and what they consist of. Materials provide detailed instructional routines for the following: Handwriting routines, High-Frequency Word routines, Word-Building routines, Word Chaining, and Word Sort routines. For example, the Word-Building routine consists of students listening to a word and using bingo chips on sound mats as they say and count each sound in a word. Then students build the word by replacing the bingo chips with phoneme-grapheme cards, and finally, students read the word out loud.
In Professional Development, materials provide videos on instructional routines. Lesson plans also include links to the videos where applicable. For example, the Sight Words vs. HFW video in the Professional Development library provides a routine for all irregular high-frequency words: See it, Say it, Sound it, Spell it, and Write it. This video appears in Unit 2, Module 1.
In Unit 3, Module 1, Lesson 3, the teacher uses the I Do, We Do, You Do instructional routine for the phoneme-grapheme correspondence for the letter Yy. In the I Do Phonics section of the lesson, the directions follow a Show, Display, Explain, Review, Review, Practice approach during the phoneme-grapheme correspondence drill. The instructional routine within this lesson outlines the routines that follow a sequential approach, starting with a phonological awareness activity that includes resources such as sample dialogue, teacher tip, culturally responsive tip, mouth articulation presentation picture, social-emotional tip, observation rubrics, and embedded practice sheets for printing or projecting.
Any technology pieces included provide support and guidance for the teacher and do not create an additional layer of complication around the materials. For example:
In Guided Walkthroughs, materials provide a menu of teacher resources for web-based tools to assist teachers with adding, transferring, deleting students, and editing their student roster for web-based practice lessons and testing. Teachers can also customize their student groups and directions on assigning foundational skills practice lessons to students.
For each lesson, teachers can assign students independent work to practice and apply new concepts and skills using the digital resources, which may include videos, games, or reading resources.
In Unit 6, Module 2, Lesson 1, materials provide links to the resources needed throughout the lesson. For example, in the I Do portion of the lesson, the phonics section includes directions and links to the Phoneme/Grapheme cards singular wheel. In Unit 6, Module 2, materials also provide an Observational checklist. Teachers have the option to download or present the online resources.
Indicator 2B
The materials reviewed for Kindergarten meet the criteria for 2b.
Materials contain complete, detailed adult-level explanations for foundational skills taught in the grade. The Professional Development library includes videos and detailed examples of grade-level foundational skills concepts to support teachers with developing and building their content knowledge.
Complete, detailed adult-level explanations are provided for each foundational skill taught at the grade level. For example:
In Professional Development, materials provide a library of videos for teachers on various foundational skills concepts with filters by grade level, resource type, and topic. There are four types of videos: Listen and Learn, Read the Research, Learn from Experts, and Put into Practice. For example, materials include a Put into Practice video on the alphabetic principle. The video includes the following definition for the alphabetic principle, “Idea that letters and letter patterns represent the sounds of spoken language.”
In Unit 2, Module 2, materials provide a link for Professional Development which contains two videos on phonological awareness: a Read the Research video and a Put into Practice video with instructional routines. The Read the Research video answers the questions, “What is phonological awareness?”; “How does it develop?”; and “Why is it important to teach?”
Each lesson within all units and modules provides teacher tips along the right side of the lesson plan. These tips are designed to deepen teacher understanding of the foundational skills being taught and provide examples to assist teachers with implementing that particular foundational skill. For example, in Unit 3, Module 3, Lesson 3, the teacher tip reminds teachers to allow students to repeat the focused sound many times during the lesson.
Detailed examples of the grade-level foundational skill concepts are provided for the teacher. For example:
In Unit 2, Module 1, materials provide a link for Professional Development that contains the Put into Practice: Sight Words vs. HFW video. The video provides the definitions of sight words and high-frequency words, as well as regular and irregular high-frequency words. Sample high-frequency word cards are used in the video, which include the words: ask, want, fast, best, rest, come, said, must, and last. Irregular high-frequency words provided are identified with a heart for the portions of the words students will need to learn by heart, such as said and come.
In Unit 4, Module 1, materials provide a link for Professional Development, which contains the Put into Practice: Phoneme-Grapheme Mapping video. The video provides definitions for phonemes and graphemes, as well as what the concept of phoneme-grapheme mapping is. The word light is used as an example, breaking the word into three phonemes and its matching graphemes l-igh-t. The word send is also used to model phoneme-grapheme mapping by showing it has four sounds and four graphemes s-e-n-d.
Indicator 2C
The materials reviewed for Kindergarten meet the criteria for 2c.
Materials contain lesson plans that utilize a research-based design for early literacy instruction. The pacing of each component of daily lesson plans is clear and appropriate and contains an outline with detailed sections of the lesson plan and times for each lesson plan section. The program contains 160 lessons, can reasonably be completed in one school year, and should not require modifications to do so. The effective lesson design structure includes suggestions for both whole-group and small-group instruction.
Lesson plans utilize effective, research-based lesson plan design for early literacy instruction. For example:
In Research and Rationale, materials provide a Research Summary. The Research Summary begins by referencing Scarborough’s Rope, where in order to become a skillful reader, students must engage in both word recognition skills and language comprehension skills simultaneously. It states, “Word recognition requires decoding skills, including alphabet knowledge, phonological awareness, phoneme-grapheme associations and sight recognition.” In the Predictors of Reading Achievement section, it states, “When measured in preschool and kindergarten, foundational skills such as alphabetic knowledge and phonological awareness predict word recognition skills in the first and second grades (NICHD 2005, Storch and Whitehurst, 2002) when decoding is the major reading challenge.” The Research Summary also references the Simple View of Reading: “A similar view of skilled reading is evident in Simple View of Reading (1986), which suggests reading comprehension includes both decoding and language comprehension (see Figure F2). According to Gough and Tunmer, if either process breaks down, comprehension cannot occur: “In other words, in order for students to be skilled readers, it requires deliberate instruction to both sides of the equation: decoding (word reading)and understanding the nuances of spoken language (listening comprehension).”
In Research and Rationale, the Research Summary states, “Based on the scientific reading research and development by educators, the Foundations A-Z literacy program is unique in that it offers explicit, systematic foundational skills from kindergarten through grade 5.” The summary states that the program contains grade-level scope and sequences with a continuum of foundational skills which go from simple to more complex skills, starting at the alphabetic phase and ending with the polysyllabic and morphemic phase. It also states that the program and scope and sequence are aligned to both state and national standards.
Lesson plans follow a research-based design appropriate for early literacy instruction. For example, in Unit 2, Module 1, Lesson 1, the Set the Stage serves as the opening for the lesson and states the module question. The lesson follows a simple to complex model, starting with phonological awareness activities for the targeted phoneme, phonics practice for the targeted phoneme-grapheme correspondence, and fluency practice with the targeted grapheme. The lesson follows the I Do, We Do, You Do gradual release model for each lesson in all eight units.
The effective lesson design structure includes both whole group and small group instruction. For example:
In the Program Guide, How Do Teachers Use It?, in Frequently Asked Questions, one of the recommendations provided for teachers with limited time in grades kindergarten through grade 2 is as follows: complete 30 minutes of whole group instruction four days a week, with independent practice assigned as homework and the Reteach and Enrich be used for small group instruction.
In the Program Guide, How Do Teachers Use It?, in Frequently Asked Questions, one of the recommendations provided for teachers with limited time in grades kindergarten through grade 2 is as follows: complete the 10–15 minute Teach lesson in a whole group setting, followed by the 10–15 minutes of Guided Practice in a small group setting during reading center time, and use the 10–15 minutes of Independent Practice within center rotations.
The pacing of each component of daily lesson plans is clear and appropriate. For example:
In the Program Guide, How Do Teachers Use It?, materials provide a sample lesson plan with duration suggestions that list the total suggested time as 45–60 minutes for kindergarten through grade 3. This time includes 25–30 minutes for explicit instruction through Teach and Guided Practice, 10–15 minutes for independent practice, and 15 minutes for the optional lesson plan components found in Set the Stage, Closure, and Reteach and Enrich.
In Unit 5, Module 1, Lesson 1, the lesson plan provides an outline with detailed sections of the plan and times for each plan section. Instruction includes the following sections: Set the Stage (5 minutes) during which the model question is introduced and there is a preview of the Shared reader; I Do: Teach (15 minutes) which includes a phonological awareness, phonics, high-frequency words, and fluency lesson; We Do: Guided Practice (15 minutes) which includes a phonics and phonics and fluency activity; You Do: Independent Practice (15 minutes) which includes digital resources for students; Closure (5 minutes) which includes a language connection; and Reteach and Enrich (5 minutes for each).
The suggested amount of time and expectations for maximum student understanding of all foundational skill content (i.e. phonological awareness, print concepts, letters, phonics, HFW, word analysis, decoding) can reasonably be completed in one school year and should not require modifications. For example:
In the Program Guide, How Do Teachers Use It?, materials state that the program provides 160 lessons per grade level kindergarten through grade 5. The program contains eight units with four weeks per unit for a total of 960 foundational skills lessons.
In Lesson Plans, materials provide a Grade K Scope and Sequence. The scope and sequence includes the following foundational skills: phonological skills, phonics, handwriting, high-frequency words/phonograms, print concepts, fluency, and language connections. The scope and sequence provides detailed information for each foundational skill over the span of eight units, each of which includes three modules of lessons and Module 4, which includes a review of Modules 1–3 within the unit.
For those materials on the borderline (e.g., approximately 130 days on the low end or 200 days on the high end), evidence clearly explains how students would be able to master ALL the grade level standards within one school year. For example:
The materials do not fall on the borderline.
Indicator 2D
Indicator 2D.i
Scope and sequence clearly delineate the sequence in which phonological awareness skills are to be taught, with a clear, evidence-based explanation for the expected hierarchy of phonemic awareness competence. (K-1)
The materials reviewed for Kindergarten meet the criteria for 2d.i.
Materials contain a clear and evidence-based explanation for the expected hierarchy for teaching phonological awareness skills. The materials contain a phonemic awareness scope and sequence of instruction and practice based on the expected hierarchy.
Materials contain a clear, evidence-based explanation for the expected hierarchy for teaching phonological awareness skills. For example:
In the Program Guide, Research and Rationale, the Phonological Awareness section provides a chart that contains a sequence of phonological awareness acquisition derived from researchers: Liberman et al. 1974, Treiman and Zukowski 1991; and Yopp 1998. The chart states that instruction should go from the “Largest to smallest units of language,” for example, recognition and manipulation within large units of language, which are listed as word awareness, sentence segmentation, syllable blending and segmenting, rhymes, and onset-rime blending and segmenting. Then move on to “Work with the smallest units of language.” The chart also provides a breakdown of “Easiest to most complex tasks,” like working with less complex tasks listed as identifying similar phonemes in words, producing individual phonemes, and categorizing phonemes. Then, moving on to “Work with more complex tasks,” which lists blending, segmenting, and manipulating phonemes.
In the Program Guide, Research and Rationale, the Phonological Awareness section states that in the Reading A-Z program, “PA follows a systematic scope and sequence with skills progressing from simple to complex, with built-in review.” Materials state the scope and sequence for kindergarten and grade 1 are provided and can be referenced for elements covered.
In the Professional Development Library, the “What is Phonological Awareness?” video explains the overall purpose of phonological awareness, how to use it in the classroom, and the hierarchy of skills based on research. The video reminds teachers to start teaching at the phoneme level right away, as the early phonological skills do not need to be mastered to start work at the phoneme level.
In the Professional Development Library, Phonological Awareness, Read the Research provides multiple evidence-based explanations behind the hierarchy for teaching phonological awareness. Materials cite all research at the bottom of the page under the Works Cited tab.
Materials contain a phonemic awareness sequence of instruction and practice based on the expected hierarchy. For example:
In Lesson Plans, Scope and Sequence, the scope and sequence can be accessed for each grade level. The Grade K Scope and Sequence contains the following sequence for phonological awareness in each unit for Modules 1–3, with Module 4 used for review:
Unit 1: Sentence segmentation, rhyme detection, blend words, identify initial sound (CVC words), rhyme production
Unit 2: Count and pronounce syllables, rhyme production, identify and produce initial sound (CVC words, syllable segmentation, blend syllables, blend onset, and rimes)
Unit 3: Word deletion, syllable segmentation, identify and produce initial and final sounds, syllable deletion, onset and rime segmentation, onset and rime deletion
Unit 4: Identify and produce initial, medial, and final sounds (CVC words), categorization, phoneme blending (CVC words), phoneme segmentation, phoneme manipulation, addition (CVC words);
Unit 5: Phoneme blending, phoneme segmentation (CVC words), initial and final isolation, phoneme manipulation (addition-initial), phoneme manipulation(substitution)
Unit 6: Initial and final isolation, phoneme blending, phoneme segmentation, phoneme manipulation (addition-initial), phoneme manipulation (substitution-initial), final isolation
Unit 7: Medial categorization (addition-final), phoneme manipulation (substitution-final), medial categorization (deletion-final), phoneme manipulation (addition-final), phoneme segmentation
Unit 8: Medial categorization (substitution-final), phoneme manipulation (deletion-initial and final), phoneme manipulation (addition-initial and final)
Materials have a cohesive sequence of phonemic awareness instruction based on the expected hierarchy to build toward students’ application of the skills. For example:
In the Grade K Scope and Sequence, phonological awareness lessons include a simple to complex progression that moves from identification to production and from initial sounds to initial, medial, and final sounds in CVC words. In Unit 1, Module 3, students identify initial sounds in CVC words; in Unit 2, Module 2, students identify and produce initial sounds in CVC words; in Unit 2, Module 3, students identify and produce initial and final sounds in CVC words; in Unit 3, Module 3, students identify and produce initial and medial sounds in CVC words; and in Unit 4, Module 1, students identify and produce initial, medial, and final sounds in CVC words.
In Unit 3, Module 3, Lesson 2, students identify and produce medial vowel sounds in CVC words. In Unit 7, Module 3, Lesson, students practice medial categorization as the teacher provides them with three words, and they have to determine which word does not belong. The words contain short and long vowels.
In Unit 4, Module 1, Lesson 1, students identify initial, medial, and final sounds in CVC words. In Module 2, Lesson 2, students practice phoneme segmentation in CVC words, and in Module 3, Lesson 1, students practice phoneme manipulation by adding initial sounds to words to create new CVC words.
Indicator 2D.ii
Scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.
The materials reviewed for Kindergarten meet the criteria for 2d.ii.
Materials contain a clear and evidence-based explanation for the expected hierarchy for teaching phonics skills, and the materials contain a kindergarten phonics scope and sequence of instruction and practice based on the expected hierarchy. The materials contain phonics instruction based on high utility patterns and/or common phonics generalizations. The patterns and generalizations are carefully selected to provide a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply, incorporating review and repetition.
Materials clearly delineate a scope and sequence with a cohesive, intentional sequence of phonics instruction and practice to build toward application of skills. For example:
The Grade K Scope and Sequence illustrates a simple to complex phonics progression as phonics lessons move from introducing and reviewing consonants and vowels in Units 1 through 3 to beginning to read CVC words in Unit 4. Units 5–6 focus on more complex skills such as the digraphs, doublets (-ff, -ss, -zz, -ll), -ck spelling rule, and -ng. Units 7–8 focus on the VCe syllable type with long vowel sounds.
The Grade K Scope and Sequence contains the following sequence for phonics in each unit for Modules 1–3, with Module 4 used for review.
Unit 1: introduce consonants and vowels: n, a, p, i, m, t, d, o, s
Unit 2: introduce consonants and vowels: e, f, h, b, r, u, j, l, w
Unit 3: introduce consonants: k, v, y, y as a consonant or a vowel; q(u), x, z, c, g; review consonants and vowels
Unit 4: read CVC words with short a, short i, short e, short o and short u, closed syllables
Unit 5: doublets: ff, ll, ss, tt, zz; closed syllables; introduce consonant digraph sh; consonant digraph ch; closed syllables
Unit 6: introduce consonant digraphs th, wh, ph, ck, and ng; closed syllables
Unit 7: one-syllable words with initial and final consonant digraphs, closed syllables, introduce VCe long a and long o
Unit 8: introduce VCe long i, long u and -one-syllable words with VCe pattern
Materials have a clear research-based explanation for the order of the phonics sequence. For example:
In Program Guide, Research and Rationale, materials provide their full Research Base. The Phonics section states, “To be effective, phonics instruction should follow a systematic scope and sequence, moving from simple to more complex skills. Scope refers to instructional content; sequence refers to the order in which letter-sound correspondences are taught Mesmer & Griffith (2005). The sequence should start with the correspondences that have the greatest utility in making reading and words (Adams, 1990; Moats, 2009). It also states that high-frequency consonants such as /m/,/n/, and /s/ are usually found at the onset of phonics instruction “... because they appear frequently in common words and are not prone to mispronunciation (Adams, 1990; Stahl et al., 2006). Short vowel sounds should follow high-use consonants, allowing students to segment and blend the sounds in simple CVC words such as mat. As students gain proficiency with more common phonics elements, they can move on to digraphs, inflectional endings, and long vowels (Moats, 2009).”
In Program Guide, Research and Rationale, the Phonics section states that within the Reading A-Z program, “The program progresses from simple phoneme-grapheme correspondence(sound spellings) to complex morphology and incorporates frequent regular spiral review and repetition. Instruction is explicit and cumulative and includes sample dialogue to teacher and model skills and concepts using research-based, multimodal instructional routines.”
In Professional Development Library, the Phonics Read the Research article contains research from various cited evidence that supports the scope and sequence selected for Kindergarten, emphasizing the simple to complex approach. An embedded video also explains practical strategies to implement foundational skills in the classroom.
Phonics instruction is based in high utility patterns and/or common phonics generalizations. For example:
According to the Grade K Scope and Sequence, Units 1–8 contain phonics instruction with high utility patterns such as closed syllable rule, digraphs, -ck spelling rule, doublets (-ff, -ss, -zz, -ll), and VCe syllable types.
The Grade K Scope and Sequence provides the information for the instruction of high-frequency consonants and vowels taught in Unit 1, Module 1: n, a, p; Module 2: i, m, t; Module 3: d, o, s.
The Grade K Scope and Sequence provides the information for instruction of reading CVC words in Unit 4, Module 1: read CVC words with short a and short i; Module 2: read CVC words with short a, short i, short e, and short o; Module 3: read CVC words with short a, short i, short e, short o, and short u.
Patterns and generalizations are carefully selected to provide a meaningful and manageable number of phonics patterns and common generalizations for students to learn deeply. For example:
According to the Grade K Scope and Sequence, Units 1–8 provide enough time for students to learn and master the necessary skills according to the standards. For example, in Units 1–4, students learn three letters per week, with Unit 4 consisting of a review for students to practice reading CVC words with all consonants and vowels taught. As the skills advance, in Units 5–8, students are expected to learn and master one to two skills per week, with a review built into each lesson.
In Unit 5, Module 1, students work on decoding words with final double consonants in all five weekly lessons. In Lesson 1, students decode words with final ll doublet; in Lesson 2, students decode words with final ff and ss doublets; in Lesson 3, students decode words with final zz and tt doublets; in Lesson 4, students decode words with final ll, ff, ss, zz and tt doublets; and in Lesson 5, students review decoding words with final ll, ff, ss, zz and tt doublets.
The Grade K Scope and Sequence provides the information for introducing VCe words in Units 7 and 8. In Unit 7: introduce VCe long a and long o. In Unit 8, introduce VCe long i, long u and one-syllable words with VCe pattern.
Indicator 2E
Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at home through Caregiver letters and online student data requested by the caregiver. Each unit includes Caregiver letters that provide stakeholders with strategies and activities for practicing foundational skills to support student progress toward and achievement of grade-level foundational skills standards.
Materials contain jargon-free resources and processes to inform all stakeholders about foundational skills taught at school. For example:
In the Program Guide, How Do Caregivers Get Involved?, materials note that each unit includes a letter for caregivers. The letter explains what students will be learning and provides activities for caregivers to support student learning at home. The materials direct teachers to send a copy or email of the letter home at the beginning of each unit.
In the Program Guide, How Do Caregivers Get Involved?, the Send Information Home section states teachers can download student login letters for caregivers through a link on the Kids A-Z roster. The parent letter provides website resources for students with login information and how to register to receive student progress reports.
In Unit 3, the Caregiver letter contains a unit summary, an explanation of the module skills and connected texts, and caregiver tips for the unit. The Unit Summary begins, “In this unit, your child will identify and say the beginning sounds and final sounds of simple words. They will learn to orally delete the beginning sounds of words, such as taking the c sound from cat to say at.”
Materials provide stakeholders with strategies and activities for practicing phonological awareness, phonics and word recognition, fluency, and print concepts that will support students in progress towards and achievement of grade level foundational skills standards. For example:
In the Program Guide, How Do Caregivers Get Involved?, Send Information Home, materials provide student login letters for caregivers through a link on the Kids A-Z roster. The parent letter advises parents that students can work at home through the website on online assignments or work on online practice activities for both reading and writing.
In Unit 7, Unit 7 Caregiver Letter, the Caregiver Tips for the Unit section contains suggestions in the following areas: Hear and recognize words that are made up of sounds, Look for and play games with patterns, Practice skills in connected texts, and Practice high-frequency words. The section includes the following suggestion for Look and play games with patterns: “Play a game to help your child decipher if a word has a long o sound or a short o sound. Say words aloud or encourage your child to read aloud words, such as close, cone, dot, dove, drop, fox, hog, home, hope and mom.”
Criterion 2.2: Decodable Texts
Materials include a variety of decodable texts that contain grade-level phonics skills aligned to the program’s scope and sequence to ensure that students secure newly-taught phonics skills, and materials provide ample opportunities to review previously-taught phonics skills. Students have opportunities to read decodable texts with the teacher and with the teacher’s support. Students also have opportunities to independently read decodable texts during the Independent Practice portion of the lesson. Materials include 20 decodable texts with high-frequency words that align with the program’s scope and sequence and provide students with multiple opportunities to encounter the words and the decodable texts. Each decodable book includes an Instructional Focus Chart highlighting the newly and previously taught high-frequency words.
Indicator 2F
Indicator 2F.i
The materials reviewed for Kindergarten meet the criteria for 2f.i.
Materials include a variety of decodable texts that contain grade-level phonics skills aligned to the program’s scope and sequence to ensure that students secure newly-taught phonics skills and materials provide ample opportunities to review previously-taught phonics skills. Students have opportunities to read decodable texts with the teacher and with the teacher’s support. Students also have opportunities to independently read decodable texts during the Independent Practice portion of the lesson. Every fourth module in a unit includes a decodable text that includes most of the unit’s phonics elements to help secure phonics skills.
Materials include decodable texts to address securing phonics. For example:
In Unit 5, the materials include four decodable texts, one for each module within the unit. Module 4 includes the decodable text A Home for Jazz, which reviews the unit’s phonics elements, including doublets, consonant digraphs, closed syllables, and the unit’s target phonograms.
In Unit 8, Module 2, Lesson 4, students read the decodable text Look Up, which includes VCe words with long u and the phonograms -ice and -ide.
Decodable texts contain grade-level phonics skills aligned to the program’s scope and sequence. For example:
In Unit 4, Module 1, Lesson 3, students read the decodable text The Tan Van, which includes CVC words with short a and i, closed syllables, and phonograms -ad and -in. These phonics skills match the Kindergarten Scope and Sequence for Unit 4, Module 1.
In Unit 7, Module 3, Lesson 4, students read the decodable text How Will You Get There?, which includes VCe words with long o and phonograms -ale and -ame. These phonics skills match the Kindergarten Scope and Sequence for Unit 7, Module 3.
Materials include detailed lesson plans for repeated readings of decodable texts to address securing phonics skills. For example:
In Unit 6, Module 1, Lesson 4, students engage in a second read of the decodable text Beth on the Path. The teacher connects the text to the day’s phonics lesson by highlighting the digraph th in the book’s title words. The teacher reads the first page of the text with students and draws students’ attention to newly-taught phonics patterns. Students whisper read the rest of the book.
In Unit 8, Module 1, Lesson 4, students engage in a second read of the decodable text What is the Weather Like? The teacher connects the text to the day’s phonics lesson by highlighting the long i word in the book’s title words. The teacher reads the first page of the text with students and draws students’ attention to newly-taught phonics patterns. Students whisper read the rest of the book.
Indicator 2F.ii
The materials reviewed for Kindergarten meet the criteria for 2f.ii.
Materials include 20 decodable texts with high-frequency words that align with the program’s scope and sequence and provide students with multiple opportunities to encounter the words and the decodable texts. Each decodable book includes an Instructional Focus Chart highlighting the newly and previously taught high-frequency words. Every fourth module in a unit includes a decodable text that includes most of the unit’s high-frequency words.
Materials include decodable texts that utilize high-frequency/irregularly spelled words. For example:
In Unit 4, the materials include four decodable texts, one for each module within the unit. Module 4 includes the decodable text The Big Sun, which reviews the unit’s high-frequency words, including big, but, did, do, had, has, him, look, set, six, sun, to, and too.
In Unit 7, the materials include four decodable texts, one for each module within the unit. Module 4 includes the decodable text King Thane, which reviews the unit’s high-frequency words, including ate, came, game, here, king, long, made, make, same, take, them, they, this, what, and with.
Decodable texts contain grade-level high-frequency/irregularly spelled words aligned to the program’s scope and sequence. For example:
In Unit 5, Module 3, Lesson 3, students read the decodable text Chad Gets Mad, which includes the decodable high-frequency words much and wish and the irregularly spelled words he, she, and wash. These high-frequency words match the Kindergarten Scope and Sequence for Unit 5, Module 3.
In Unit 6, Module 3, Lesson 3, students read the decodable text A Visit from Bick, which includes the decodable high-frequency words back, black, bring, pick, and sing. These high-frequency words match the Kindergarten Scope and Sequence for Unit 6, Module 3.
Materials include detailed lesson plans for repeated readings of decodable texts to address securing reading high-frequency words/irregularly spelled words in context. For example:
In Unit 4, Module 2, Lesson 4, students engage in a second read of the decodable text Max Is Sad, which includes the high-frequency words do set, to, and too. The teacher reads the first page of the text with students. Students whisper read the rest of the book.
In Unit 8, Module 3, Lesson 4, students engage in a second read of the decodable text What Time Is It?, which includes the decodable high-frequency words line, side, time, while, and white. The teacher reads the first page of the text with students. Students whisper read the rest of the book.
Criterion 2.3: Assessment and Differentiation
Materials include regular assessment opportunities in print concepts, letter recognition, and letter formation. Assessments include daily Observation checklists and digital Practice Interactivities, formative Unit Assessments, and summative Interim Assessments. Materials provide varied opportunities for teachers to assess students’ understanding of phonological awareness through daily Observation checklists, assigned games/interactive activities, and Unit Assessments. Materials include regular assessment opportunities in phonics in and out of context. Materials include regular assessment opportunities in word recognition and analysis. Scoring criteria provide teachers with information about students’ present performance levels and indicate which Reteach and/or Extend activities and lessons to use to help students progress toward mastery. Materials include standards correlation information within daily lessons and attached to specific questions, tasks, and assessments. Each lesson lists the standards addressed within it, and the games and Interactivities students complete during Independent Practice also include standards alignment information. Materials include some support for teaching ELL students. The materials provide general information in the Program Guide through the Frequently Asked Questions section, which outlines some best practices for different areas of foundational skills. Within the lessons themselves, Teacher Tips to support ELL students are present in some lessons but are limited in regularity and frequency. The best practices outlined in the Program Guide are not consistently implemented by the materials in the body of the lessons. Materials include extensive opportunities for reteaching and enrichment. These opportunities are structured in the materials in a recurring pattern, which includes Reteach opportunities at the end of each Base Day lesson, during Lesson 5 Stretch Days, and during Module 4 Unit Review weeks.
Indicator 2G
Indicator 2G.i
Materials regularly and systematically offer assessment opportunities that measure student progress through mastery of print concepts (K-1), letter recognition (K only), and printing letters (as indicated by the program scope and sequence) (K-1).
The materials reviewed for Kindergarten meet the criteria for 2g.i. (K-1)
Materials include regular assessment opportunities in print concepts, letter recognition, and letter formation. Assessments include daily Observation checklists and digital Practice Interactivities, formative Unit Assessments, and summative Interim Assessments. Scoring criteria provide teachers with information about students’ present levels of performance and indicate which Reteach and/or Extend activities and lessons can be used to help students progress toward mastery.
Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of print concepts, letter recognition, and letter formation. For example:
Each lesson includes a daily Observation checklist linked to the lesson’s Check for Understanding. Observation checklists include letter formation, letter identification, and print concepts skills.
Each lesson includes a game-style Interactivity in the Independent Practice portion of the lesson. These interactivities function as student practice and as a formative assessment. Interactivities include letter identification skills and some print concept skills, including identifying letters and words and identifying words in a sentence.
Units 1–8 include a formative Unit Assessment. Unit Assessments include items that assess letter naming and identification in Units 1–3 and Units 5–7. Unit Assessments include print concepts items, including identifying letters, words, and sentences in Units 3, 4, 6, 7, and 8.
The program includes three Interim Assessments. Interim Assessment 1 includes naming or identifying letters u, c, f, m, i, k, t, d, and r. Interim Assessment 2 includes naming or identifying letters t, g, a, q, c, e, h, j, and i. Interim Assessment 3 includes naming or identifying letters z, w, u, n, x, y, k, v, and a.
Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of print concepts, letter recognition, and letter formation. For example:
In the Observation checklist, the teacher records observations of student practice. Teachers describe students as approaches, meets, or exceeds in specific skills. This feedback can guide teachers in choosing the appropriate reteach or enrich activity at the end of each lesson.
Digital Interactivity games at the end of each lesson and digital Unit and Interim Assessments generate automatic formative assessment information. Student results are color coded. Red indicates a score of 0–69% correct and signals the need for a reteach opportunity. Yellow indicates a score of 70–79% correct and signals the need for a reinforce opportunity. Green indicates a score of 80–100% correct and signals the need for an enrich opportunity.
Assessment reports include scores for each item and provide details on the skills and standards taught. The reports provide information on how students/class are performing on foundational skills and what areas they may need further instruction in, along with which skills specific students may need further instruction in.
Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in print concepts, letter recognition, and letter formation. For example:
The program includes an option to assign auto-recommended resources. Based on formative assessment data, the program recommends independent practice activities tailored to individual students that teachers can choose to assign.
The materials indicate that daily Observation checklists should be used to inform instruction in the Reteach/Enrich portion of the lesson and to select lessons for the Lesson 5 “stretch day.” The “stretch day” lesson offers teachers a menu of review options, including both reteach and enrich options. Teachers also use Observation checklists to select target review activities for Module 4 of each unit, the unit review module.
The right side of the lesson plans include Teacher tips to help support teachers for students that may struggle or need enrichment. For example, in Unit 2, Module 1, Lesson 5, the teacher tip states, “Choose the alphabet book with the letter that students struggled with most during the week to provide additional practice. Use information from the module’s observation checklists to determine which Alphabet Book meets the needs of your students.”
Indicator 2G.ii
Materials regularly and systematically offer assessment opportunities that measure student progress of phonological awareness (as indicated by the program scope and sequence). (K-1)
The materials reviewed for Kindergarten meet the criteria for 2g.ii.
Materials provide varied opportunities for teachers to assess students’ understanding of phonological awareness through daily Observation checklists, assigned games/interactive activities, and Unit Assessments. The Observation checklists help teachers make day-to-day instructional decisions about whether concepts need to be retaught or whether students are ready for enrichment in that concept. The assigned games and Interactivities, along with the Unit Assessment information, feed into the digital reports and allow teachers to see how students are progressing individually and as a whole class. The reports also provide teachers the option of auto-assigning instructional resources to students based on their performance and include instructional suggestions for teachers.
Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence in phonological awareness. For example:
In the Program Guide, How Do Teachers Use Foundations A-Z?, Assessments, the materials describe all of the assessments available in the program, including daily Observation checklists, Practice Interactivities, Unit Assessments, and Interim Assessments. The materials also provide an Assessment Administration Guide, which describes when and how to use the assessments, and an Assessment Research Guide, which provides research on why these assessments are used.
Each lesson includes a daily Observation checklist linked to the lesson’s Check for Understanding. Observation checklists include all grade-level phonological awareness skills specific to each lesson. For example, in Unit 1, Module 3, Lesson 4, the materials provide a printable observation checklist that allows teachers to keep observational notes about how students are understanding counting syllables and identifying initial sounds.
Each unit includes a Unit Assessment aligned to standards that assesses phonological awareness and other skills learned in the unit. For example, in the Unit 7 Assessment, Question 3 asks students to “Listen to these words. Choose the picture of the word with a different middle sound.”
In Collections, Interim Assessments, Interim Assessment 1 includes items that assess counting syllables in spoken words, rhyming, blending onset and rime, isolating and identifying initial phoneme, and manipulating the initial and final phoneme.
Each lesson includes a game-style interactivity in the independent practice portion of the lesson. These interactivities function as student practice and as a formative assessment. Interactivities include rhyming, counting syllables, identifying initial sounds, identifying ending sounds, adding initial sounds, changing initial sounds, identifying ending sounds, identifying medial sounds, changing ending sounds, changing ending sounds, taking away sounds, changing sounds, segmenting, and blending.
Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of phonological awareness. For example:
The daily Observation checklists can provide teachers with information about what skills need to be retaught and what skills can be enriched. The Assessment Administration Guide indicates, “The teacher can review the information collected on the checklist from Lessons 1 through 4, and then choose which review activities would most benefit students in whole-group or small-group instruction. For example, if the teacher notices that most students are ‘approaching expectations’ with a particular phonics objective, the whole class can be administered the Lesson 5 reteach activity.”
Assessment reports include scores for each item and provide details on the skills and standards taught. The reports provide information on how students/class are performing on foundational skills and what areas they may need further instruction in, along with which skills specific students may need further instruction in.
Digital interactivity games at the end of each lesson and digital Unit and Interim Assessments generate automatic formative assessment information. Student results are color coded. Red indicates a score of 0–69% correct and signals the need for a reteach opportunity. Yellow indicates a score of 70–79% correct and signals the need for a reinforcement opportunity. Green indicates a score of 80–100% correct and signals the need for an enrichment opportunity.
Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in phonological awareness. For example:
In the Assessment Administration Guide, Using Test Scores, the materials describe how to provide students with automatic instructional resources based on their performance. The Assessment Administration Guide states, “Educators receive instructional recommendations to reteach important foundational skills that students are struggling with, reinforce student understanding to ensure progress, or enrich student learning by providing appropriate challenges to expand their skills.”
The program includes an option to assign auto-recommended resources. Based on formative assessment data, the program recommends independent practice activities tailored to individual students that teachers can choose to assign.
The materials indicate that daily Observation checklists should be used to inform instruction in the Reteach/Enrich portion of the lesson and to select lessons for the Lesson 5 “stretch day.” The “stretch day” lesson offers teachers a menu of review options, including both reteach and enrich options. Teachers also use Observation checklists to select target review activities for Module 4 of each unit, the unit review module.
Lesson plans include corrective feedback to help support teachers with additional ideas for students who may not be mastering the skill. For example, in Unit 4, Module 3, Lesson 3, the corrective feedback states that if students struggle adding initial sounds to CVC words, keep the ending sounds the same for several words (cat, bat, sat, rat, mat, pat).
Materials include an Auto-Recommended Resources Button in Show by Student reports assists teachers with reteaching, reinforcement, and enrichment opportunities. This feature recommends resources based on students’ assessment results.
Indicator 2G.iii
Materials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence). (K-2)
The materials reviewed for Kindergarten meet the criteria for 2g.iii.
Materials include regular assessment opportunities in phonics in and out of context. Assessments include daily Observation checklists and digital practice interactivities, formative Unit Assessments, and summative Interim Assessments. Assessment of phonics in context is limited to Observation checklists and digital interactivities. Scoring criteria provide teachers with information about students’ present performance levels and indicate which Reteach and/or Extend activities and lessons to use to help students progress toward mastery.
Materials provide resources and tools to collect ongoing data about students’ progress in phonics. For example:
Each lesson includes a daily Observation checklist linked to the lesson’s Check for Understanding. Observation checklists include observations of decoding and encoding tasks, both in isolation and in the context of phrases and sentences. For example, in Unit 2, Module 1, Lesson 1, teachers collect data about how well students understand the initial consonant /h/ sound.
Each lesson includes a game-style Interactivity in the Independent Practice portion of the lesson. These Interactivities function as student practice and as a formative assessment. Interactivities include decoding and encoding tasks that practice and assess newly-taught phonics skills. Interactivities include letter and word-level phonics tasks and tasks that occur in the context of sentence and sentence building.
Materials offer assessment opportunities to determine students’ progress in phonics that are implemented systematically. For example:
In the Assessment Administration Guide, the materials describe how the Observation checklists, Practice Interactivities, Unit Assessments, and interim Assessments work together as a system to help teachers determine students’ progress and make instructional decisions.
In the Assessment Administration Guide, the materials indicate that teachers should use the formative Observation checklists and Practice Interactivities daily in the context of lessons.
In the Assessment Administration Guide, the materials indicate that the teacher should administer Unit Assessments eight times per year after each unit.
In the Assessment Administration Guide, the materials indicate that the teacher should administer the first Interim Assessment at the beginning of the year, the second Interim Assessment after Unit 4, and the third Interim Assessment after Unit 8.
Multiple assessment opportunities are provided regularly for students to demonstrate progress toward mastery and independence with phonics. For example:
Units 1–8 include a formative Unit Assessment. Unit Assessments include items that assess encoding words, decoding words, and decoding sentences and short passages in Units 1–8. For example, in Unit 4, Module 4, Lesson 5, the Unit Assessment includes questions related to identifying initial sounds, blending and segmenting phonemes, decoding CVC words, understanding plurals, and reading and spelling high-frequency words.
The program includes three Interim Assessments. The Interim Assessments include encoding words, decoding words, and decoding short passages. Interim Assessments are taken three times a year—at the beginning of the year, the middle of the year, and the end of the year.
Assessment materials provide teachers and students with information about students’ current skills/level of understanding of phonics. For example:
In the Observation checklist, the teacher records observations of student practice. Teachers describe students as approaches, meets, or exceeds in specific skills.
Digital Interactivity games at the end of each lesson and digital Unit and Interim Assessments generate automatic formative assessment information. Student results are color coded. Red indicates a score of 0–69% correct and signals a reteach opportunity. Yellow indicates a score of 70–79% correct and signals a reinforce opportunity. Green indicates a score of 80–100% correct and signals an enrich opportunity.
In the Assessment Administration Guide, the Scoring and Reporting section details how the digital assessments provide data to teachers in multiple ways. The reports for the assignments, Unit Assessments, and Interim Assessments answer questions such as:
“How are students performing, and what are their domain-specific (foundational category) needs?
What misconceptions might students have based on their answers?
For each standard, did students make progress or show growth?”
Materials genuinely measure students’ progress to support teachers with instructional adjustments to help students make progress toward mastery in phonics. For example:
The program includes an option to assign auto-recommended resources. Based on formative assessment data, the program recommends independent practice activities tailored to individual students that teachers can choose to assign.
The materials indicate that daily Observation checklists should be used to inform instruction in the Reteach/Enrich portion of the lesson and to select lessons for the Lesson 5 “stretch day.” The “stretch day” lesson offers teachers a menu of review options, including both reteach and enrich options. Teachers also use Observation checklists to select target review activities for Module 4 of each unit, the unit review module.
Indicator 2G.iv
Materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence). (K-2)
The materials reviewed for Kindergarten meet the criteria for 2g.iv.
Materials include regular assessment opportunities in word recognition and analysis. Assessments include daily Observation checklists and digital Practice Interactivities, formative Unit Assessments, and summative Interim Assessments. Scoring criteria provide teachers with information about students’ present performance levels and indicate which Reteach and/or Extend activities and lessons to use to help students progress toward mastery.
Materials regularly and systematically provide a variety of assessment opportunities over the course of the year to demonstrate students’ progress toward mastery and independence of word recognition (high-frequency words or irregularly spelled words) and analysis. For example:
Each lesson includes a daily Observation checklist linked to the lesson’s Check for Understanding. Observation checklists include word analysis skills and high-frequency words.
Each lesson includes game-style Interactivity in the Independent Practice portion of the lesson. These Interactivities function as student practice and as a formative assessment. Interactivities include reading and spelling high-frequency words, counting word parts and syllables, identifying syllables and reading words, identifying and reading phonograms, identifying and reading words with digraphs, and phoneme/grapheme matching.
Units 1–8 include a formative Unit Assessment. Unit Assessments include items that assess singular/plural noun identification in Units 1–8, identifying and reading phonograms or digraphs in Units 1–8, reading high-frequency words in Units 1–8, and identifying the word family in Unit 2.
The program includes three Interim assessments. Interim Assessment 3 includes reading high-frequency words and identifying singular and plural nouns.
In Unit 6, Module 4, Lesson 5, students take an online assessment that assesses the skills learned throughout the unit, including decoding words with initial or final consonant digraphs, decoding CVC words, and reading and spelling high-frequency words.
Assessment materials provide teachers and students with information concerning students’ current skills/level of understanding of word recognition and word analysis. For example:
In the Observation checklist, the teacher records observations of student practice. Teachers describe students as approaches, meets, or exceeds in specific skills.
Digital Interactivity games at the end of each lesson and digital Unit and Interim Assessments generate automatic formative assessment information. Student results are color coded. Red indicates a score of 0–69% correct and signals a reteach opportunity. Yellow indicates a score of 70–79% correct and signals a reinforce opportunity. Green indicates a score of 80–100% correct and signals an enrich opportunity.
In the Assessment Administration Guide, the materials instruct teachers on using Observation checklists and digital reports to determine instructional next steps. The materials state that teachers can use the information they collect on the Observation checklists “to prioritize reteach opportunities for struggling students and to plan enrichment opportunities for students who have exceeded expectations.” The digital reports help teachers answer the following questions:
“How did my students perform on the foundation standards in this program in each of the three interim assessments?
Which items are my students struggling with or performing well on?
Which standards do my students need more practice with based on each of the three interim assessments?
For each standard, did students make progress or show growth?”
Materials support teachers with instructional suggestions for assessment-based steps to help students to progress toward mastery in word recognition and word analysis. For example:
The program includes an option to assign auto-recommended resources. Based on formative assessment data, the program recommends independent practice activities tailored to individual students that teachers can choose to assign. Based on students’ performance on the unit assessment at the item level, the reports will auto-recommend “instructional recommendations to reteach important foundational skills that students are struggling with, reinforce student understanding to ensure progress, or enrich student learning by providing appropriate challenges to expand their skills.”
The materials indicate that daily Observation checklists should be used to inform instruction in the Reteach/Enrich portion of the lesson and to select lessons for the Lesson 5 “stretch day.” The “stretch day” lesson offers teachers a menu of review options, including both reteach and enrich options. Teachers also use Observation checklists to select target review activities for Module 4 of each unit, the unit review module.
In Unit 8, Module 2, Lesson 4, students practice making word chains with VCe long u patterns. While students are working with a partner, the materials direct teachers to observe students while they create the word chains using the Observation checklist for this unit. Based on these observations, the instructions tell teachers, “If students are struggling to create a word chain, stay in whole group/small group settings to create the chains collaboratively and with extra scaffolding.”
Indicator 2H
The materials reviewed for Kindergarten meet the criteria for 2h.
Materials include standards correlation information within daily lessons and attached to specific questions, tasks, and assessments. Each lesson lists the standards addressed within it, and the games and Interactivities students complete during Independent Practice also include standards alignment information. Each Unit and Interim Assessment includes a standards alignment document that details standards alignment at the item level.
Materials include denotations of the standards being assessed in the formative assessments. For example:
Digital Interactivity assessments include correlation for Common Core State Standards and state-specific standards.
In Unit 7, Module 4, Lesson 4, students play “A Game with a King: High-Frequency Words this, what, king, made, game, and with” during Independent Practice. The interactive game is aligned to standards L.K.2c, L.K.2d, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.3c, and RF.K.4.
In Assessments, Unit Assessments, all Unit Assessments contain a Standards Alignment for Unit Assessments document that cites the Common Core standard assessed for each item. For example, in the Unit 3 Assessment, a multiple choice item related to phonological awareness where students will say the final sounds in a spoken word is aligned to standard RF.K.2d, “Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.”
Materials include denotations of standards being assessed in the summative assessments. For example:
In the Program Guide, How Do Teachers Use Foundations A-Z? Assessments, the materials provide standards alignment documents for each interim assessment that details what standard each item on the assessment is aligned to.
In Interim Assessment 3, students name the letter f, which aligns with standard Rf.K.1d, “Recognize and name all upper- and lowercase letters of the alphabet.”
Alignment documentation is provided for all tasks, questions, and assessment items. For example:
In the Program Guide, How Do Teachers Use Foundations A-Z?, Assessments, the materials provide standards alignments documents for each Unit Assessment and Interim Assessment that details what standard each item on the assessment is aligned to.
In the Independent Practice section of each lesson, students have various activities they can complete, like watching instructional videos related to the day’s lesson, playing interactive games, and reading decodable texts. Each of these activities includes standards alignment information.
Alignment documentation contains specific standards correlated to specific lessons. For example:
Each lesson includes standards correlation information at the top of the page. For example, in Unit 6, Module 2, Lesson 3, the materials list the following standards: L.K.1a, L.K.1f, L.K.2c, L.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K.4.
Indicator 2I
Differentiation for Instruction: Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding grade-level standards.
Indicator 2I.i
Materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards.
The materials reviewed for Kindergarten partially meet the criteria for 2i.i.
Materials include some support for teaching ELL students. The materials provide general information in the Program Guide through the Frequently Asked Questions section, which outlines some best practices for different areas of foundational skills. Within the lessons themselves, Teacher Tips to support ELL students are present in some lessons but are limited in regularity and frequency. The best practices outlined in the Program Guide are not consistently implemented by the materials in the body of the lessons.
Materials provide some support for English Language Learner (ELL) students. For example:
Lessons sometimes include embedded ELL Tips for the teacher. For example, in Unit 2, Module 3, Lesson 2, a sidebar ELL Tip box indicates, “While the /w/ sound occurs in some languages, including Spanish and Cantonese, it does not exist in others, including Vietnamese and Hmong. It may be particularly challenging for these speakers to identify and/or replicate the sound. Provide multiple, repeated opportunities for practice.”
In Unit 3, Module 1, Lesson 1, the Teacher Tip box highlights an ELL tip that in some students’ home languages, including Cantonese and Korean, there is not a sound-symbol match for k: /k/. The materials instruct teachers to provide additional instruction using word cards, letter cards, and repetition.
In Unit 8, Module 3, Lesson 2, the Teacher Tip box highlights an ELL tip during a phonological awareness lesson to work with students in a small group and pronounce each word multiple times.
General statements about ELL students or strategies are noted at the beginning of a unit or at one place in the Teacher Edition are then occasionally implemented by the materials throughout the lessons. For example:
In the Program Guide, Mindful Reading Teacher, Differentiating for English Language Learners, the materials provide background information, helpful resources organized by skills, and answers to frequently asked questions. The FAQ section includes strategies to differentiate the content, process, product, and environment for ELL students. The FAQ section also includes an overview of best practices and strategies for phonological awareness, phonics, high-frequency words, language skills, and fluency.
In Professional Development, the materials include five professional development videos related to ELL students, including two versions of “ELLs and Foundational Skills,” “Embracing Your Students’ Bilingualism,” “Explicit and Systematic Instruction,” and “Scaffolding Reading Instruction to Support ELLs.”
Indicator 2I.ii
Materials regularly provide all students, including those who read, write, speak, or listen below grade-level with extensive opportunities for reteaching to meet or exceed grade-level standards.
The materials reviewed for Kindergarten meet the criteria for 2i.ii.
Materials include extensive opportunities for reteaching. These opportunities are structured in the materials in a recurring pattern, which includes Reteach opportunities at the end of each Base Day lesson, during Lesson 5 Stretch Days, and during Module 4 Unit Review weeks. The materials instruct teachers to use formative assessment data to select appropriate reteaching lessons. Additionally, teachers may assign suggested reteaching and review digital interactivities based on digital formative and summative assessments.
Materials provide opportunities for small group reteaching. For example:
In the Program Guide, Mindful Reading Teacher, Differentiating Below Grade Level, the materials outline a three-layer approach to small group reteaching for students needing additional support. The first layer occurs on Base Days (Modules 1–3, Lessons 1–4), in which the Reteach section includes instructions for small-group reteaching of lesson objectives. The second layer occurs on Stretch Days (Lesson 5 of Modules 1–3), where instruction is dedicated to reteaching or enrichment lessons based on student need. The third layer occurs in the Unit Review (Module 4 of each unit), during which the teacher reviews unit skills and concepts, with embedded opportunities for reteaching.
In Unit 4, Module 4, Lesson 1, the materials provide a fluency review during the We Do: Guided Practice section. A callout box indicates, “The teacher, with the help of students, applies the content of the concept being taught; may include think-alouds, whole group and small-group activities, checks for understanding, and formal evaluation.”
In Unit 7, Module 2, Lesson 2, the Reteach & Enrich section at the end of the lesson includes opportunities for reteaching the lesson’s skills in phonics, print concepts, phonological awareness, fluency, and letter formation. The materials instruct teachers to select reteaching lessons based on observations made using the formative Observational Checklist.
Materials provide guidance to teachers for scaffolding and adapting lessons and activities to support students who read, write, speak, or listen below grade level in extensive opportunities to learn foundational skills at the grade-level standards. For example:
In the Program Guide, Lesson Plans, the materials indicate that every fourth module is a review week, which provides pause points for review and reteaching. The materials indicate that teachers choose the activities based on the needs of each student.
In Unit 2, Module 3, Lesson 2, the Reteach & Enrich section includes a five-minute check for understanding “for students who need additional instruction and practice to meet a learning objective or skill.”
In Unit 4, Module 4, Lesson 1, the Phonological Awareness section offers a Reteach Review option in which students identify the word in a spoken set with a different initial sound. The lesson includes corrective feedback support for students who struggle.
Indicator 2I.iii
Materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level.
The materials reviewed for Kindergarten meet the criteria for 2i.iii.
Materials include extensive opportunities for enrichment lessons. These opportunities are structured in the materials in a recurring pattern, which includes Enrich opportunities at the end of each Base Day lesson, during Lesson 5 Stretch Days, and during Module 4 Unit Review weeks. The materials instruct teachers to use formative assessment data to select appropriate enrichment lessons. Additionally, teachers may assign suggested enrichment digital interactivities based on digital formative and summative assessments.
Materials provide multiple opportunities for advanced students to investigate grade-level foundational skills at a greater depth. For example:
In the Program Guide, Mindful Reading Teacher, Differentiating Above Grade Level, the materials outline a three-layer approach to small group enrichment for students working above grade level. The first layer occurs on Base Days (Modules 1–3, Lessons 1–4), in which the Enrich section includes instructions for small-group extension of lesson objectives. The second layer occurs on Stretch Days (Lesson 5 of Modules 1–3), where instruction is dedicated to reteaching or enrichment lessons based on student need. The third layer occurs in the Unit Review (Module 4 of each unit), where the teacher reviews unit skills and concepts, with embedded opportunities for extension and enrichment.
In Unit 3, Module 2, Lesson 5, a stretch lesson dedicated to reteaching or enrichment activities, the materials provide enrichment opportunities embedded within the lesson, including “Give students two-syllable words and delete the first syllable. Have students say the remaining syllable. Use the following words: napkin, helmet, velvet, and wombat.”
In Unit 5, Module 2, Lesson 2, the Reteach & Enrich section at the end of the lesson includes opportunities for extending the lesson’s skills in the areas of phonics, phonological awareness, fluency, and letter formation. The materials instruct teachers to select enrichment lessons based on observations made using the formative Observational Checklist.
There are no instances of advanced students simply doing more assignments than their classmates. For example:
In the Program Guide, Lesson Plans, the materials indicate that every fourth module is a review week, which provides pause points for review and/or enrichment. The materials indicate that teachers choose the activities based on the needs of each student.
In Unit 6, Module 3, Lesson 3, the Post-Instruction section of the lesson contains short reteaching or enrichment opportunities based on the data the teacher has recorded on the Observation Checklist. Teachers can provide enrichment opportunities for phonics, phonological awareness, high-frequency words, fluency, handwriting, or language connection.
In Unit 6, Module 4, Lesson 2, the Phonics section offers an Enrich option in which students list words with a chosen digraph. The teacher encourages students to find words with the digraph in the initial and final locations, then share them with the class.
Criterion 2.4: Effective Technology Use and Visual Design
The Foundations A-Z digital materials, which include teacher Lesson Plans, Professional Development, Resources, Student Progress reports, e-Books, and student games, are platform neutral and are compatible with multiple Internet browsers and operating systems. The PDF resources are also downloadable and printable from all devices, systems, and browsers. The Foundations A-Z materials support the effective use of technology and visual design to enhance student learning through eBooks, such as Shared readers, Decodable texts and Grade-level texts, and animated student games and videos. Materials allow customization of Independent Practice resources, such as videos, games, and reading resources, within each lesson. Materials allow teachers to customize their student rosters in Reports to review and manage both student practice and assessment data. The materials also provide a customizable search of resources and lessons by Common Core State Standards and stand-alone state standards. The print and digital materials are well-organized. Pages in the student books contain an easy-to-read font and size. The student-facing materials, both print and digital, contain clear and concise directions and appropriate guidelines when writing is expected. The students’ digital interactive learning videos, games, and assessments are well-organized and visually appealing and are designed to enhance student learning.
Indicator 2J
The Foundations A-Z digital materials, which include teacher Lesson Plans, Professional Development, Resources, Student Progress reports, e-Books, and student games, are platform neutral and are compatible with multiple Internet browsers. The digital materials are compatible with Windows, Amazon Fire tablet, and Apple iOS operating systems. The PDF resources are also downloadable and printable from all devices, systems, and browsers.
The Unit 1, Module 1, Lesson 3 Video for independent student practice, Letter Sounds: The Land of P, could be accessed and viewed on an iPhone device as well as a computer operating system.
The Lesson Plans for Unit 5, Module 3, Lesson 3 could be accessed and viewed along with all of the lesson point-of-use link-related materials on a laptop using a Microsoft Edge browser.
Families will need to download the free Kids A-Z mobile app on iTunes, Google Play, or Amazon App Store.
Indicator 2K
The Foundations A-Z materials support the effective use of technology and visual design to enhance student learning through eBooks, such as Shared readers, Decodable texts and Grade-level texts, and animated student games and videos. Additional student resources are also provided electronically, such as High-frequency word flash cards, Sentences, phrases, and word worksheets, and word sorts. The materials can be presented to students through point-of-use access in lesson plans or downloaded and contain tools for teachers such as full-screen features, pens, highlighters, and erasers for presentation.
The Unit 2 Shared reader, Who Wants to Play Basketball?, can be displayed through the present view or downloaded for teacher use. The text contains colorful illustrations, and the text can be read clearly. The text can be downloaded and contains tools for teachers, such as full-screen features, pens, highlighters, and erasers for presentation.
In Unit 2, Module 1, Lesson 3, students practice with the grahame-phoneme correspondence for the letter Ff using the digital instructional video titled, “The Fabulous Letter F.” This video introduces the sound of the letter Ff and how to produce words that rhyme.
All units contain High-frequency word flash cards. The Unit 7 projectable High-frequency word flash cards contain large black font high-frequency words for the unit, and the two irregularly spelled high-frequency words, here and what, have a heart in the upper right-hand corner for students to know they must remember those words by heart.
Indicator 2L
Materials allow customization of Independent Practice resources, such as videos, games, and reading resources, within each lesson. The teacher can assign these resources to all students or individual students in a class as needed for practice. Books assigned by the teacher for independent practice can be assigned to be listened to or read independently by students.
Independent Practice provided at the end of each lesson contains digital resources, such as videos, games, and reading resources, for practice and application of new skills. The teacher can assign these resources to all students or individual students in a class as needed for practice.
In Unit 3, Module 2, Lesson 3, the teacher can assign the following resources for independent student practice with the letter Zz: a video, two interactive games, and a Letter Z Alphabet Book. The Letter Z Alphabet Book allows teachers to assign the book to be listened to or read independently by students.
Indicator 2M
The Foundations A-Z materials allow teachers to customize their student rosters in Reports to review and manage both student practice and assessment data. The materials also provide a customizable search of resources and lessons by Common Core State Standards and stand-alone state standards.
Materials provide a Guided Walkthroughs section, which allows teachers to add, import, transfer, delete and edit student rosters.
Materials may be customized through the Standards search feature. For example, users may search for Florida state standards, which differ from the Common Core State Standards, within the materials.
In Unit 6, Module 2, Lesson 1, materials provide teachers with additional digital resources for the Reteach and Enrich part of the lesson. In the Reteach section, materials provide additional alphabet practice and phonological awareness activities for students needing extra support. Materials also provide teachers with routine posters to help implement the activities.
Indicator 2N
The print and digital materials are well-organized. Pages in the student books contain an easy-to-read font and size. The use of color is not distracting but instead enhances the story. The student-facing materials, both print and digital, contain clear and concise directions and appropriate guidelines when writing is expected. The students’ digital interactive learning videos, games, and assessments are well-organized and visually appealing and are designed to enhance student learning.
The print Image Cards provide colorful illustrations, some with and others without words. When they include words, the words are in black print and contain phonics patterns. Unit 6, Module 1, Lesson 2 contains images beneath to match the following -in family words: chin, fin, pin, shin.
The Words, phrases, and sentences practice sheet provided through point-of-use within lessons contains the following sections: New Words, New High-Frequency Words, Phrases, and Sentences. These sheets, which can be projected or downloaded, have dots separating the words to be read from left to right, and the phrases and sentences are listed one under another.
In Unit 5, Module 5, Lesson 1, the student Shared reader Reader’s Theater Script: Doctor Jen is neatly organized, with the characters listed at the top of the script. Each character has a box next to the character’s name so students can mark the part(s) of the play they are responsible for reading.